Unit 2: - By all means, teacher finishes subject as scheduled

Learner-centered teaching: Foundations and even if learners

Characteristics have not learned it.
- Sticking to course syllabi is priority.
OBJECTIVE: 3. TEACHER-DOMINATED APPROACH
Learner-centered teaching aims to make students - A teacher does what he/she planned without
active individuals in their educational journey by necessarily considering
effectively including them in the learning process. By the learners’ interests, concerns, and situations -
emphasizing the needs, interests, and capabilities of Teacher is the
the students rather than just the teacher's delivery, it authority.
aims to develop critical thinking, problem-solving, and 4. BANKING APPROACH
educational abilities. - A teacher deposits knowledge into empty minds of
students for them
TABLE OF CONTENTS to commit to memory.
 Learner-centered teaching - Students perceived to be empty receptacles waiting
 Dimensions of learner-centered teaching to be filled.
 The balance of power
 Sustainable Development Goals CHARACTERISTICS OF LEARNER-CENTERED
TEACHING (Weimer, 2012)
What is Learner-centered teaching?
Learner centered teaching is an approach that places 1. Learner-centered teaching engages students in the
the learner at the center of the learning. This means hard, messy work of
that the learner or student is responsible for learning learning.
while the teacher is responsible for facilitating the Teachers let students do more learning tasks
learning. because the goal of learner_x0002_centered
In a learner-centered teaching environment, teaching can only be achieved when teachers
learners... recognize that
 Actively participate in their own learning learning is a process shared by both the teacher and
Make decisions about what and how they will learn students.
 Become capable of constructing new Engaging in a hard, messy work of learning in the
knowledge and skills by building on past classroom is
experiences manifested when teachers allow students to work via
In a learner-centered teaching environment, task-based and
teachers... problem based learning.
 Recognize that all learners are unique and utilize
different teaching styles 2. Learner-centered teaching includes explicit skill
 Provide structure and direction instruction.
 Facilitate learner's decision-making process “Learner-centered teachers teach students how to
think, solve problems,
TEACHING APPROACHES evaluate evidence, analyze arguments, generate
APPROACH- theoretical position and beliefs about hypotheses—all
teaching. those learning skills essential to mastering material in
● It is a set of principles, the discipline. They
beliefs, or ideas about the nature do not assume that students pick up these skills on
of learning which is translated into their own,
the classroom. automatically.”
● An approach is a way of looking at teaching
and learning. Underlying any language 3. Learner-centered teaching encourages students to
teaching approach is a theoretical view of reflect on what they
what language is, and of how it can be learnt. are learning and how they are learning it.
● An approach gives rise to methods, the way of “Learner-centered teachers talk about learning. In
teaching something, which casual conversations,
use classroom activities or techniques to help they ask students what they are learning. In class
learners learn. they may talk about their
1. TEACHER-CENTERED APPROACH own learning. They challenge student assumptions
- Teacher is the only reliable source of information. about learning and
- Teaching consist in teacher telling and prescribing encourage them to accept responsibility for decisions
what learners they make about
should do. learning; like how they study for exams, when they do
- Learner is passive recipient of instruction. assigned reading,
2. SUBJECT MATTER-CENTERED APPROACH - whether they revise their writing or check their
Subject matter gains primacy answers.
over the learners.
4. Learner-centered teaching motivates students by On the other hand, learner-centered approach
giving them some inclined to inquiry-based
control over learning processes. learning and cooperative learning. Inquiry-based
Learner-centered teachers search out ethically learning is a learning and teaching
responsible ways to approach that emphasizes students' questions, ideas
share power with students. They might give students and observations. Instructors
some choice about actively encourage students to share their thoughts
which assignments they complete. They might make and to respectfully challenge,
classroom policies test and redefine ideas while cooperative learning is a
something students can discuss. They might let successful teaching strategy
students set assignment in which small teams, each with students of different
deadlines within a given time window. They might ask levels of ability, use a variety
students to help create of learning activities to improve their understanding of
assessment criteria.” a subject.
5. Learner-centered teaching encourages • Facilitator
collaboration. o In inquiry base learning approach, teachers are
“It sees classrooms (online or face-to-face) as coaches and
communities of learners. facilitators of learning, while students take over the
Learner centered teachers recognize, and research discussion or discourse that occurs on the classroom.
consistently confirms, • Personal Model
that students can learn from, and with, each other. o Relies on the views, perceptions, notions or
Certainly the teacher has thoughts of students.
the expertise and an obligation to share it, but Students demonstrate their own understanding on the
teachers can learn from subject matter. Students help each other.
students as well. Learner-centered teachers • Delegator
undoubtedly have the experience o The teacher acts as a delegator, becoming an
and the responsibility to share it but teachers should observer to promote peer collaboration and
also learn from encourage student-to-student learning.
students. Learner centric teachers are working to
build frameworks which How is Learner – Centered Different from Teacher
foster sha red commitments of learning.” Centered Approach?
Learner-centered activities with this characteristic Teacher-Centered Learner-Centered
include
interactions such as engaging students on group Focus is on instructor Focus is on both students
works, and collaborative pairs. and instructor

In teacher-centered approach, the teaching approach Focus is on language Focus is on language use
being employed is forms and structures in typical situations (how
direct instruction, which aims to help students acquire (what the instructor students will use the
basic skills and procedural knows about the language)
knowledge. Teachers hold the authority and dominate language)
the entire decision making.
• Formal Authority Instructor talks; students Instructor models;
o Teachers are in a position of power and authority listen students interact with
because of their instructor and one
exemplary knowledge and status over their students. another
• Expert
o Teachers are in possession of all knowledge and Students work alone Students work in pairs, in
expertise in the groups, or alone
classroom. Their primary role is to impart and direct depending on the
learners purpose of the activity
through the learning process. Students are viewed
solely as the Instructor monitors and Students talk without
receptors of knowledge and information. corrects every student constant instructor
• Personal Model utterance monitoring; instructor
o Teachers who operate under the personal model provides
style are those who feedback/correction when
lead by example, demonstrating to students how to questions arise
access and
comprehend information. In this teaching model, Instructor answers Students answer each
students learn students’ questions other’s questions, using
through observing and following the teachers. about language instructor as an
information resource
Instructor chooses topics Students have some The essentialist curriculum includes the traditional
choice of topics disciplines such as math, natural science, history,
foreign language, and literature.
Consequences are fixed Consequences reflect
for all students individual differences How to teach. Essentialist teachers emphasize
mastery of subject matter. They are expected to be
Rewards are mostly Rewards are mostly intellectual and moral models of their students.
extrinsic intrinsic The essentialist curriculum includes the traditional
disciplines such as math, natural science, history,
Instructor evaluates Students evaluate their foreign language, and literature.
student learning own learning; instructor 2. Perennialism
also evaluates Why teach. We are all rational animals. Schools
should, therefore, develop the students' rational and
Classroom is quiet Classroom is often noisy moral powers. According to Aristotle, if we neglect the
and busy students' reasoning skills, we deprive them of the
ability to use their higher faculties to control their
passions and appetites.
Teacher-Centered and Learner-Centered What to teach. The perennialist curriculum is a
Philosophies universal one on the view that all human beings
possess the same essential nature. It is heavy on the
I. Philosophical Perspectives humanities, on general education. It is not a specialist
The Existential Question curriculum but rather a general one.
We are heirs to a rich philosophical heritage. Passed How to teach. The perennialist classrooms are
on to us are a number of philosophies of various "centered around teachers".
thinkers who lived before us. These thinkers reflected The teachers do not allow the students' interests or
on life in this planet. They occupied themselves experiences to substantially dictate what they teach.
searching for answers to questions about human They apply whatever creative techniques and other
existence. These existential questions come in tried and true methods which are believed to be most
different versions-"what is life?", "who am I?", "why conducive to disciplining the students' minds.
am I here" or "what am I living for?", "what is reality?", Students engaged in Socratic dialogues, or mutual
"is the universe real?", "what is good to do?", "how inquiry sessions to develop an understanding of
should I live life meaningfully?" and the like. history's most timeless concepts.

Philosophies in Education The Learner-Centered Philosophies (Non-

In educational theories, there are two approaches, Authoritarian Approaches)
authoritarian and non_x0002_authoritarian approach. 1. Progressivism
In authoritarian approach, essentialism and Why teach.Progressivist teachers teach to develop
perennialism are involved. Non-authoritarian learners into becoming enlightened and intelligent
approaches are progressivism, humanism and citizens of a democratic society. This group of
constructivism. In authoritarian approach, the teachers teaches learners so they may live life fully
classroom organization is rigid/ fixed, highly NOW not to prepare them for adult life.
organized from furniture to lessons, motivations are What to teach. The progressivists are identified with
external controls, discipline is high teacher control, need-based and relevant curriculum. This is a
teaching style is extremely amount of teacher talk, curriculum that "responds to students' needs and that
direct learning. relates to students' personal lives and experiences."
Progressivists accept the impermanence of life and
The Teacher-Centered Philosophies (Authoritarian the inevitability of change.
Approaches) Instead of occupying themselves with teaching facts
1. Essentialism or bits of information that are true today but become
Why teach. This philosophy contends that teachers obsolete tomorrow, they would rather focus their
teach for learners to acquire basic knowledge, skills teaching on the skills or processes in gathering and
and values. Teachers teach "not to radically reshape evaluating information and in problem-solving. The
society" but rather "to transmit the traditional moral subjects that are given emphasis in progressivist
values and intellectual knowledge that students need schools are the "natural and social sciences.
to become model citizens.” Teachers expose students to many new scientific,
What to teach. Essentialist programs are technological, and social developments, reflecting the
academically rigorous. The emphasis is on academic progressivist notion
content for students to learn the basic skills or the that progress and change are fundamental.
fundamental r's – reading, 'riting, 'rithmetic, right
conduct – as these are essential to the acquisition of Instead of occupying themselves with teaching facts
higher or more complex skills needed in preparation or bits of information that are true today but become
for adult life. obsolete tomorrow, they would rather focus their
teaching on the skills or processes in gathering and According to a research conducted by Rajnish
evaluating information and in problem-solving. The Agrahari (Indian college
subjects that are given emphasis in progressivist professor)titled "The Nature of Educational Reform
schools are the "natural and social sciences. and Change: From Teacher centered to Student-
Teachers expose students to many new scientific, centered learning" ,it was revealed that this new
technological, and social developments, reflecting the paradigm could develop more active learners who
progressivist notion have acquired the skills of problemsolving,
that progress and change are fundamental. independent thinking, and autonomous learning.
2. Humanism
Why teach. According to the humanists, education Brown (2008) claimed that student-centered learning
should be a process of developing a free, self – approach gives
actualizing person- a process centered on the students ownership over their learning and helps
feelings of the students. Therefore, education should them make necessary
not start with the great ideas, the world or with human decisions and value judgments about the relevance of
kind, but with the individual self. Students should be the content and the
active and should be encouraged to make their own methods of teaching to their own lives and interests.
choices. Wolk( 2010) also reports that in student- centered
What to teach. Humanism is an educational approach learning. Students play
that is rooted both in the writing of Jean Jacques a significant role in designing their own curricula. The
Rousseau and in the area ideas of existentialism. teacher plays the role of
Rousseau believed in basic goodness at birth. He a facilitator or guide who helps students achieve their
also believed that humans are born free but become goals.
enslaved by institutions. Humanistic education
mingles some of these ideas of Rousseau with the Saulnier, Landry, and Wagner (2008) concluded in
basic ideas of existentialism. Humanistic educational their study that
theory is concerned with enhancing innate goodness learner- centered approach contributed to the
of the individual. construction of educational
Humanists honor divergent thinking. In humanist activities and provided for greater student learning
schools, various textbooks discuss the concept such and a more authentic
as open –access curriculum, non –graded instruction student assessment.
and multiage grouping, each of which attends to the Findings of Walsh and Vandiver (2007) study
uniqueness of the individual. The teacher who follows indicated that
humanistic theory emphasizes instruction and students performed better academically because they
assessment based on students’ abilities and needs. had a say in what they
How to teach. Humanist teachers facilitate learned, and the teachers only acted as facilitators in
cooperative learning. order to allow the students
3. Constructivism to learn actively.
Why teach. Constructivists sees to develop
intrinsically motivated and independent learners Wohlfarth, and etal. (2 008) examined the idea that
adequately equipped with learning skills for them to the learner centered
be able to construct knowledge and make meaning of .Paradigm departs from traditional teaching models
them. What to teach. The learners are taught how to by focusing on students
learn. more than teachers and learning more than teaching.
How to teach. In the constructivist classroom, the Weimer (2002). Furthermore, qualitative data
teacher provides students with data or experiences collected, in the form of student
that allow them to hypothesize, predict, manipulate quotes, strongly supported them over to a learner
objects, pose questions, research, investigate, centered paradigm as a
imagine, and invent. positive shift. From there view of literature, the
The constructivist present study attempted to
classroom is interactive. It promotes dialogical identify the teaching style of education instructors at a
exchange of ideas among learners Midwestern University
and between teacher and learners. The teacher's role in the U.S. The table shows how Teacher-centered
is to facilitate this process. and Learner-centered
Knowledge isn't a thing that can be simply deposited paradigms differ from each other.
by the teacher into the
empty minds of the learners. Rather, knowledge is A. Students may resist learner-centered approaches
constructed by learners
through an active, mental process of development; The four most commonly encountered reasons for
learners are the builders and resistance include:
creators of meaning and knowledge. 1. Learner-centered approaches require more work.
What if instead of providing a list of examples for a
Foundations and Characteristics Supporting concept in your lecture, you ask the students to turn
Research to a partner and generate their own list of examples?
It requires mental effort for them to make the attempt, 3. Teachers can feel threatened when shifting the
and what if their examples are wrong? To the responsibility for learning to the students. It is difficult,
students this might feel like effort wasted, when in especially for experienced teachers,
reality this process helps them learn the content to let go of complete control in the classroom.
better and provides opportunities for them to confront DIMENSIONS OF LEARNER-CENTERED
their own about a new concept. TEACHING
2. Learner-centered approaches are threatening.
Keep in mind that for most of a student’s life, she/he Dimensions of learning is a systematic structure of
has been told what to do and what to know by the instructional planning that
teacher in a teacher-centered class environment. mainly focus on learning. This framework has been
Imagine their reaction when they discover that in a customized to achieve some
learner-centered classroom, the details about: what to important parameters in learning.
do, what the “right answer” is, and who is responsible
for what is suddenly less clear than they what they According to Weimer (2002), there are five (5)
have come to expect. This is quite daunting for them practices or dimensions that need
because it is a brand new experience, and the fear of to change to achieve learner-centered teaching.
failure in this unfamiliar environment can cause
anxiety. five (5) practices or dimensions that need to change
to achieve learner-centered teaching(Weimer (2002))
3. Learner-centered approaches involve losses. THE FUNCTION OF CONTENT
Learner-centered approaches generate intellectual In a learner-centered environment, learners are
growth that creates independent thinkers and aware of the reasons for learning the content,
learners. A learner-centered teaching environment develop ways to learn about the content that are
firmly places the responsibility for learning and appropriate for the discipline, and practice solving real
decision-making on the student. world problems based upon the content.
4. Some students are not ready for certain learner-
centered approaches.. Content is the information and experiences that are
Sometimes, a student truly is not intellectually ready directed toward an end-user or audience. It is
to become the independent learner that is necessary "something that is to be expressed through some
for him or her to get the most out of learner-centered medium, as speech, writing or any of various arts".
teaching approaches. If they don’t seem to be Content includes building a knowledge base, how the
resistant to more work or responsibility and they do instructor and the students use the content.
not seem to be afraid, then it may be that they are not Teacher-Centered Teacher-Centered
intellectually ready to tackle a particular activity. Approach Approach

three of the more common reasons teachers may not Instructor allows students Instructor encourages
agree with the new approach to memorize content. students to transform and
1. One common reason is the belief that teachers are reflect on most the
not “covering” • Does not have content to make their
enough content. specific learning goals own meaning out of it.
If a teachers witches his/her course from a and/or
teacher_x0002_ • Uses teaching and Instructor encourages
centered approach to a learner-centered one, he/ she learning methods that students to transform and
will need to redefine the conflict with learning reflect on most the
role of content. Remember, the role of content in a goals content to make their
class is to guide the own meaning out of it.
knowledge-based lessons that students must acquire,
and to provide an n addition to building a knowledge base, the content
opportunity for developing learning skills within that facilitates students to:
knowledge area. • Build an appreciation for value of content
2. The belief that only very advanced and mature • Build discipline-specific learning methodologies
students would benefit • Practice using inquiry or ways of thinking in the
from this type of teaching practice. At some point, discipline
teachers may not • Learn to solve real problems
believe that beginner students can learn enough from Content includes building a knowledge base, how the
these methods and instructor and the students use the content.
need to be schooled in the basics first. However, this THE ROLE OF THE INSTRUCTOR
is a widely accepted In a learner-centered approach, the instructor assists
misconception. Learner-centered approaches can the students with accessing and working with content.
benefit any student despite There is a shift from instructors allocating time for
their educational starting point. lecture
preparation to time planning ways to help learners
achieve learning goals and
outcomes for the course.Learner-centered instructors new things and, this new knowledge somehow
must: supplements them with our current
• Act as Facilitators and Guides. knowledge.
• Provide Anytime, Anywhere and On-Demand 4. Understand expectations and are encouraged to
Support. use self-assessment
• Embody Core Values That Support Deeper measures.
Learning. Learners must, all of the time, be aware about what
• Truly Encourage Students Drive Their Own they expect to learn and
Learning. what they would gain at the end of discussions. With
• Create Real-World and Authentic Learning that, they could design and
Experiences. construct different assessment instruments that could
• Leverage Technology to Personalize Learning test their understanding of
THE ROLE OF THE INSTRUCTOR the lesson.
5. Monitor their own learning to develop strategies for
The instructor creates an environment that: learning.
• Fosters students learning Most of the time, learners must check and keep a
• Accommodates different learning styles continuous record about their
• Explicitly aligns objectives, teaching methods and learning. How far and how much they learn and
assessment consistently. understand the lesson, so that
• An essential role of the instructor is to assist they could determine the most coherent strategy for
students to learn effective learning.
6. Work in collaboration with other learners.
THE RESPONSIBILITY FOR LEARNING Learners are greatly encouraged to share their own
• The students should take responsibility for learning ideas and opinions to their
• Often it is the faculty who does because we adapt classmates, by groups or by partners, through
our teaching to fit requests/ needs of students brainstorming. In this way, they
through detailed notes, study guides. could not just gain new knowledge but also it could
• Students should assume greater responsibility for help in breaking the gaps that
their own learning over time. separates learners from their fellow learners through
. working together as one.
Teachers and learners are the top priorities in
teaching-learning process thus, they should have 7. Produce work that demonstrates authentic
deep awareness and knowledge on their learning.
responsibilities if they aim to achieve expected Learners must work with activities and exercises that
objectives. would help them grow and
The learners’ responsibilities: develop, holistically.
“Students should assume greater responsibility for The teachers’ responsibilities:
their own learning over time. "Instructor provides increasing opportunities for
Responsibility for learning should rest with the students to assume responsibility for
students.” their own learning, leading to achievement of stated
learning objectives".
1. Are active participants in their own learning.
Learners are greatly encouraged to have profound 1. Recognize and accommodate different learning
and active engagement in the modalities.
discussion of the lesson through recitations. They We have our own ways to best learn. Thus, odds are,
might also raise their questions in a classroom there has a different preferred learning
regarding some parts or points in the lesson that they style, which will make your teaching career to be
don't understand which challenging and really difficult. However, it is the
requires clarifications from the teacher. teachers’ role to recognize it and
2. Make decisions about what and how they will learn. be aware of how his/her students best learn. You are
Since they know themselves more than their teachers responsible to provide/use
do regarding on what different methods in teaching just to accommodate all
methods, strategies and techniques helps them to of these learning modalities
learn effectively, and since they - to help all students learn the lesson effectively.
are greatly aware about the things which interest 2. Provide structure without being overly directive.
them, therefore they are mostly Instructors must provide instructions that would
responsible about the decisions they make on their encourage learners to
learning. discover things on their own. In this way, we could
avoid learning through
3. Construct new knowledge and skills by building on spoon-feeding which would really make our learners
current knowledge and skills. become dependent to their
Learning is a continuous process. Every day and teachers. They should mold an independent identity
every moment, we are learning to their learners,
3. Listen to and respect each learner’s point of view. on concepts and skills in a course.
The idea of respect inside the classroom must always 2. Assessment drives learning
start from the teacher. What and how students learn depends to a major
They must be the ones to start displaying and extent on how they think
practicing respect in the classroom. they will be assessed. Assessment practices must
They must understand that one learner is different send the right signals to
from the others, therefore it is students about what to study, how to study, and the
expected that they have their own ideas and opinions. relative time to spend
4. Encourage and facilitate learners’ shared decision- on concepts and skills in a course.
making. 4. Assessment informs teaching practice
In this way, students could help each other by Reflection on student accomplishments offers
presenting their experiences, instructors insights on the
that would somehow give them ideas on how to learn effectiveness of their teaching strategies. By
effectively by adapting some systematically gathering,
strategies from the others which might benefits them, analyzing, and interpreting evidence, we can
and neglect those things determine how well student
which are not significant to their learning. The learning matches our outcomes and expectations for
decision that the students make a lesson, a unit or
should consider each other’s circumstances to avoid course.
conflicts. The Processes of Assessment
5. Help learners work through difficulties by asking
open-ended questions to
help them arrive at conclusions or solutions that are
satisfactory to them.
Asking their own questions and concerns, is the first
step towards filling their knowledge gaps and
resolving puzzlement. The instructor should facilitate
a situation which could allow students to raise their
questions and she/he must also initiate questions The Processes of Assessment
which allows his/her learners to articulate their current Step 1: Clearly define and identify the learning
understanding of a topic, to make connections with outcomes
other ideas, and also to become aware of what they Each program should formulate between 3 and 5
do or do not know. learning outcomes that describe what students should
THE PURPOSES AND PROCESSES OF be able to do (abilities), to know (knowledge), and
ASSESSMENT appreciate (values and attitudes) following completion
• Assessment is integrated within the learning of the program. The learning outcomes for each
process program will include Public Affairs learning outcomes
• Instructors give formative feedback for the purposes addressing community engagement, cultural
of fostering improvement competence, and ethical leadership.
• Students have multiple opportunities to assess Step 2: Select appropriate assessment measures and
themselves and their peers assess the learning outcomes
• There are additional purposes and processes of Multiple ways of assessing the learning outcomes are
assessment beyond assigning grades. curated and
used. Although direct and indirect measures of
The Purposes of Assessment learning can be used, it is usually recommended to
1. Assessment drives instruction focus on direct measures of learning. Levels of
A pre-test or needs assessment informs instructors student performance for each outcome is often
what students know described and assessed with the use of rubrics. It is
and do not know at the outset, setting the direction of important to determine how the data will be collected
a course. If done well, and who will be responsible for data collection.
the information gathered will highlight the gap Results are always reported in aggregate format to
between existing knowledge protect the confidentiality of the students assessed.
and a desired outcome.By checking in with students Step 3: Analyze the results of the outcomes assessed
throughout instruction, outstanding instructors It is important to analyze and report the results of the
constantly revise and refine their teaching to meet the assessments in
diverse needs of students. a meaningful way. A small subgroup of the DAC
2. Assessment drives learning would ideally be responsible for this function. The
What and how students learn depends to a major assessment division of the FCTL would support the
extent on how they think efforts of the DAC and would provide data analysis
they will be assessed. Assessment practices must and interpretation workshops and training.
send the right signals to Step 4: Adjust or improve programs following the
students about what to study, how to study, and the results of the learning
relative time to spend outcomes assessed
Assessment results are worthless if they are not Sharing Power in the Classroom
used. This step is a
critical step of the assessment process. The Notice the key word here is “sharing,” not giving. We
assessment process has failed if are not giving all the
the results do not lead to adjustments or power to students. Instructors can allow students to
improvements in programs. The have input on classroom
results of assessments should be disseminated assignments and strategies, policies, content
widely to the faculty in the selection, etc. This will make the
department in order to seek input on how to improve discourse in class more participative and interactive.
programs from the Again, if teachers only have
assessment results. the power, learners will fear the teacher and choose
Step 4: Adjust or improve programs following the not to associate themselves in class. And, when
results of the learning learners only have the power, the learnings will never
outcomes assessed be enough and no facilitation and guidance that may
Assessment results are worthless if they are not happen, which then results to
used. This step is a ineffectiveness.
critical step of the assessment process. The Here are some potential ideas for sharing power with
assessment process has failed if students:
the results do not lead to adjustments or 1) Content
improvements in programs. The ▪ Students can help decide what content to discuss in
results of assessments should be disseminated class and what to learn
widely to the faculty in the outside of class.
department in order to seek input on how to improve ▪ Students can select topics within a range of topics
programs from the for class assignments.
assessment results. ▪ Students can decide what to explore in small groups
given course content as a base.
Three reasons for why we hold fast to our ▪ Students can choose topics for their papers, their
assumptions as teachers that we must remain in research, and their discussions based on their own
control of our classrooms and students’ learning interests, needs, and level of readiness.
(Weimer (2013)) 2) Assignments and activities
1) We often assume that students are too young and Instructors can create a set of criteria that assist
immature to make important course decisions or students in making effective
decisions about their learning. choices including dates, requirements of each
We have this stereotype about learners that they are assignment, detailed instructions,
still young and immature to decide on their own. and assessment criteria.
Teachers tend to think that learners have no enough Instructors can allow students to select from a group
knowledge to handle such situations. But what has of equally weighted
been forgotten is that is the goal of life. To fail and assignments and provide a rationale for how their
learn the lesson afterwards. selection will affect their learning in the class.
2) We tend to teach as we were taught and as we Instructors can allow students to submit their own
have always taught – which is usually based on the plan for completing the
instructor selecting and controlling all the course assignments with due dates and deadlines and
decisions. product timelines.
How learnings were acquired at early times is not the 3) Course policies
only way to deliver every Instructors can have students work in groups to
lesson. It is usually a one-way learning; instructors determine the types of
hold or control all the course participation expected in class and the assessment
discourse. Most especially in this generation wherein criteria for participation and
learnings can be delivered too in many ways with report their results.
manner. Instructors can have students provide input in the
3) Teaching makes faculty feel vulnerable and being construction of the syllabus.
in control helps. Working alone is preferred by many to avoid some
Teaching Profession is indeed an exhausting job for conflicts towards others.
every teacher. There are But working within a group strengthens relationship to
numerous things to consider as they go through and one another because in
do some teachings. Things that make teachers feel here, the teacher can identify or determine how
vulnerable lead them in authority. Of course they behave and participative a
would, after all teachers do a lot of works for learners learner can be within a group.
to acquire the desired lesson. However, controlling 4) Evaluation & Assessment
the teaching-learning process should not endanger Instructors can allow students to offer feedback about
nor discourage the learners. It should be in course grading criteria.
moderation that will eventually help in facilitating Instructors can facilitate student self-assessment and
learning. peer-assessment.
Learning is indeed a give and take process. SDG Goal 4 objectives include but are not limited to
Feedbacks are important here for ensure free and quality primary and secondary
the grading criteria to make some adjustments if education, give children access to early childhood
necessary. After all, evaluation development, ensure equal access for men and
and assessment is a big help to facilitate learnings in women to afford higher education choices, increase
class. skills in youth, ensure gender equality, and promote
sustainable development in education.
Sustainable Development Goals (SDGs) 5. Gender Equality
SDG 1 targets to achieve gender equality and
The United Nations 17 Sustainable Development empower all women and girls. The percentage of
Goals in line with the 2030 Agenda for Sustainable women who work in national parliaments, local
Development, are "an urgent call for action by all governments, and in managerial postilions is still
countries, developing and developed, in a global significantly less than that of men. Not to mention 1 in
partnership. This call for action being peace and 3 women are subject to violence at least once since
prosperity for all people and the planes from the the age of 15, and child marriage is still highly
present to the future. The goals focusing on present.
improving inequality regarding health, education, and SDG Goal 5 objectives include but are not limited to
the economy, with a large focus on helping to tackle end discrimination against women, eliminate all forms
climate change and preserve the oceans of violence against women, eliminate harmful
practices, value unpaid care and domestic work,
17 Sustainable Development Goals ensure equal opportunities for leadership, ensure
access to feminine health care, and ensure equal
1. No Poverty rights
With a projected global poverty rate of 7% in 2030, 6. Clean Water and Sanitation
the equivalent of 598 394,116 poople, this UN goul The availability and maintainable management of
aims to end poverty of all kinds. SDG Goal 1 water and sanitation ensures safe water for drinking.
objectives include but are not limited to end extreme sanitation, and hygiene, yet 2.3 billion people live in
poverty (those living on 1.25 dollars per day), reduce water-stressed countries.
half the population living in poverty, implement SDG Goal objectives include but are not limited
protection systems, ensure equal rights to economic to provide equal universal access to safe drinking
resources and basic services, reduce poverty-related water, sanitation, and hygiene, reduce water pollution,
vulnerability to climate change-induced extreme increase water-use efficiency, integrate water-
weather events, mobilize resources in developing resource management, and protect ecosystems
countries, and create pro-poor and gender sensitive dependent on water
policy frameworks by 2030. 7. Affordable and Clean Energy
2. Zero Hunger Almost 500 million people lack access to electricity
As of 2020, 2.37 billion people are without food or and 13 of the population uses dangerous cooking
unable to cut a healthy balanced diet, hence the goal systems. This puts into perspective why this
of zero hunger, goal aims to ensure sustainable, reliable, sustainable,
"Zero Hunger sets out to end hunger, achieve food and modem energy.
security, improve nutrition, and promote sustainable SDG Goal 7 objectives include but are not limited to
agriculture. The global pandemic has only worsened increase renewable energy use, improve energy use
global hunger, seeing as many as 161 million efficiency, enhance international cooperation
additional people will experience hunger as a result. regarding clean energy access, research, and
Regarding women, 1/3 of those at a reproductive age technology, and to upgrade technology in developing
experience Anaemia due to nutritional deficiencies. countries for sustainable energy services
3. Good Health and Well-Being 8. Decent Work and Economic Growth
With a focus on increasing life expectancy and Especially after the global pandemic, joblessness and
reducing common child and maternal diseases and unemployment is extremely prevalent, making this
killers, this goal targets ensuring healthy lives and goal of promoting sustained, inclusive, and
promoting well-being for all ages. SDG Goal 3 sustainable economic growth and productive
objectives include but are not limited to. reduce employment and decent work ever more important.
maternal mortality, end preventable newborn and SDG Goal objectives include but are not limited to
child death, end multiple disease epidemics, reduce sustain economic growth, increase economic
premature mortality, prevent and treatsubstance productivity, improve resource efficiency, achieve full
abuse, halt traffic-related deaths and injuries, ensure and productive employment, increase working youth
universal health coverage and access, reduce population, end forced labor, protect labor rights,
pollution and contamination deaths promote tourism, and grant access to financial
4. Quality Education institution access for all.
This goal ensures inclusive and equitable quality 9. Industry, Innovation, and Infrastructure
education and promotes lifelong learning for all. Resilient infrastructure, inclusive and
Sadly, COVID-19 reversed years of education gains, sustainable industrialization, and innovation is the
and many countries lack basic school infrastructure. objective of this sustainable development goal.
Enhancing rural road connectivity, increasing The Life Below Water goal focuses on conserving and
research and development investment, and sustainably using our ocean, seas and marine
manufacturing high tech products helps stabilize resources for sustainable development. We, as a
infrastructure. SDG Goal 9 objectives include but not population, rely heavily on our oceans for food,
limited to reliable infrastructural for all, sustainable tourism, recreational activities, and global trade. In
industrialization, increased access of small-scale fact, 3 billion people rely on the ocean for their
industries and enterprises in developing countries, livelihood. However, our oceans are under severe
rendering industries sustainable, and improving threat. Over half of key marine biodiversity areas are
technology in all industries. unprotected, and dead zones, zones lacking oxygen
10. Reduced Inequalities to support marine life, are raising. It is thus imperative
This sustainable development goal focuses on we protect our oceans better.
reducing inequalities within and among countries. 15. Life on Land
Income inequality, the refugee crisis, and inequality This goal overall promotes the health of land fife. It
indexes all show that certain areas and countries are includes protecting, restoring, and promoting land.
highly more beneficial to live in than others. Living ecosystems, managing forests sustainably.
standards between countries are very unbalanced. Combating desertification and halting and reversing
SDG Goal 10 objectives include but are not limited to land degradation and biodiversity loss. With many
income growth for the bottom 40 percent of the species under threat and ever-increasing
population at a higher than national average rate, biodiversity areas, it is essential we take better care
social, economic, and political inclusion, appropriate of land ecosystems.
legislation policies to reduce inequality, wage and 16. Peace, Justice, and Strong Institutions.
fiscal equality, better financial market and institution This goal involves reducing conflict, insecurity, and
regulation, legitimate institutions that represent weak institutions by means of promoting peace and
developing countries in global decisions, and safe inclusivity for sustainable development and justice for
migration. all. SDG Goal 16 objectives include but are not limited
11. Sustainable Cities and Communities to reduce violence and death rates, end all forms of
This goal promotes making cities and human violence against children, promote law at national and
settlements safer, resilient, and sustainable through international levels, reduce financial crime, reduce
use of national urban policies, move access to public corruption, develop transparent institutions,
spaces, convenient public transportation, and the developing country participation in global governance
redaction of slums. SDG Goal 11 objectives include institutions, legal identity for all, and ensuring public
but are not limited to: safe and affordable housing for access to information and freedom rights
all, safe and affordable transport for all, sustainable 17. Partnership for the Goals
urbanization and human settlement planning, protect This last goal aims to help realize strong partnership
cultures around the world, protecting the poor and and global cooperation for the SDGs. SDG Goal 17
vulnerable from death by natural disasters, monitoring objectives include but are not limited to enhance
air quality and waste management to reduce negative developing country international support, enhancing
city impact, and to provide green public space international cooperation, promote environmentally
12. Responsible Consumption and Production sound technologies, rule-based and equitable
Ensuring sustainable consumption and production multilateral trading system, increase developing
patterns, as a goal, aims to reduce climate change country exports, enhance global economic stability,
and negative environmental impacts. SDG Goal 12 and coherent sustainable development policy.
objectives include but are not limited to
implementing a 10-year framework program for
sustainable development and consumption, achieving Unit 3:
sustainable management, having food waste, Learner-Centered Lesson Plan
managing chemicals and waste in an environmentally Table of contents
responsible way, reduce waste, entourage company A. The learner-Centered Lesson Plan
sustainable practices, sustainable public procurement B. Instructional Learning Processes
practices, and providing access to relevant C. Lesson Chunking and Microteaching Basic
sustainable development and harmony with nature
information. Lesson Plan
13. Climate Action  It is an indispensable tool to a teacher
Climate action is a goal involving the fight against  (Nelson Bossing, 1961). It is a statement of
climate change and its impacts. Rising greenhouse achievements to be realized and the specific means by
gas emissions, an average global which these are to be attained as a result of the
temperature increase, and increased spending due to activities engaged in day by day under the guidance of
climate change are all negative results of climate the teacher.
change. SDG Goal 13 objectives include but are not  The definition shows a change in emphasis before
limited to being prepared for climate related disasters, teacher emphasized knowledge as an end itself. Today
integrating climate policies into national policies, and lessons are means of acquiring desirable habits,
raising climate awareness attitudes, skills that will lead to the social and personal
14. Life Below Water development of the individual.
 Child is the center of the instruction 3. Shows a systematic development of the lesson
 Attention is focused on activities of the learner rather 4. Makes possible the maximum participation of the
than on the subject matter itself. learners.
5. Provides for varied activities to cater to learn different
Importance of a Lesson Plan learning styles and
 Learner’s educational growth depends on the selection 6. multiple intelligence.
of subject matter, activities, experiences and methods 7. Provides for drills/exercises/activities knowledge and
adopted to his interest, needs, abilities and level of skills to be overlearned
maturity (the wise teacher who plans her lesson well 8. The evaluative activity matches with the objectives
gets optimum results in her teaching). 9. Gives dear reasonable assignment that matches with
 It includes framing objectives. And choosing subject the objectives.
matter, procedure, materials and evaluative test (a 10. Presents lesson with which the capacity of the learners
teacher who has to do all these things is forced to to learnProvides for drills/exercises/activities knowledge
prepare and organize her lesson well) and skills to be overlearned
 Making lesson plan involves foreseeing what is li9kely to Lesson Plan
happen and choosing experiences that will change serves as the teachers’ blueprint. It indicates the various
children for the better.(foresights contribute to good achievements to be realized as well as the specific means by
teaching, which, incidentally, is the aim of every which these achievements should be attained. The learner is
teacher. A lesson plan stimulates the teacher to be the focus, and the teacher is the background. The learner’s
creative activities – not the subject matter – are emphasized.

 Planning prevent waste of time that usually A. The Learner-Centered Lesson plans
accompanies unorganized or haphazard teaching. It Learner-Centered Lesson Plan
helps the teacher to be systematic and orderly. It also A learner-centered lesson plan is a pedagogical strategy that
helps him determine what is to be taken up so that it prioritizes the learner's needs, abilities, interests, and
will neither be too broad or too limited (if too much is learning styles. It is an educational philosophy that places the
attempted, teaching becomes superficies and not much learner at the center of the learning process, empowering
learning results. If too little is covered, needless them to take charge of their own learning journey. Unlike
repetition may ensure. In either case time is wasted. more traditional teacher-centered approaches which focus
 Lesson plan prevents wandering away from the subject on the instructor, this model places the learner at the center
matter by making the teacher conscious of what he has of the learning process. It aims to develop autonomy as it
to accomplish for the day (chance question may easily puts the onus of learning on students.
lead the discussion away from the topic, but the lesson
plan can always direct the teacher back to his lesson) Detailed Lesson Plan
 It gives a feeling of security especially to the beginning A Detailed Lesson Plan (DLP) serves as a blueprint guide for
teacher who usually feels nervous and tense. (A well teachers, outlining the objectives, activities, and assessments
prepared lesson pan gives a measure of self-confidence for daily class. It encapsulates the instructional strategies,
and minimizes a feeling of inadequacy) resources, and evaluation methods to ensure an effective
 The prim of self-activity applies to the learning both of learning experience for students
teachers and of learners. (if learners learn by doing, so
do teachers. By making lesson plans, the teachers learn
to be more effective teacher in as much as good
preparation insures good instruction. In the course of
time he gives insight into effective preparation of Importance of Detailed Lesson Plan
lessons.)  Helps students and teachers understand the goals of an
 They are of use not only to teachers but also to instructional module
principals and supervisors. (through these, they can  Allows the teacher to translate the curriculum into
trace what the teacher has taught and what the class learning activities
has covered. They come to know whether the teacher  Aligns the instructional materials with the assessment
has covered enough subject matter. They also can  Breaks down complex topics into understandable
determine his efficiency to certain extent since his pieces, making it easier for students to grasp the
lesson plans will show his choice of subject matter and content and stay engaged in the learning process
methodology.)  Communicates to learners what they will learn and how
 Past lesson plans will be of use to a substitute teacher they will be assessed
who may take over in an emergency. (she will frame  Helps instructors organize content, materials, time,
future lessons based on what the class has already instructional strategies, and assistance in the classroom
covered.
Parts of Detailed Lesson Plan
Characteristics of A Good Lesson Plan Learning Objectives
1. Has a SMART objective. Learning objectives in a lesson plan are clear and concise
2. Objectives are focused not only on the learning of statements that define what students are expected to learn,
knowledge skills but also on right values and attitude. achieve, or demonstrate by the end of the lesson. They
Contains appropriate instructional materials. provide a focused direction for both teaching and learning,
ensuring that the lesson activities and assessments are
aligned with the intended outcomes. Effective learning Daily Lesson Log
objectives are specific, measurable, achievable, relevant, and The DepEd Daily Lesson Log serves as a practical resource for
time-bound, guiding the teacher in planning and evaluating teachers to design, carry out, and assess their lessons. The
the lesson and helping students understand the purpose and DLL is a daily account of a teacher’s classroom activities,
expectations of their learning. encompassing the subjects taught, learning objectives, and
Content evaluation techniques employed. The DLL’s objective is to aid
In a lesson plan, the content refers to the subject matter, teachers in covering all required topics and achieving learning
topics, or concepts that the teacher will cover during the goals for each subject. The DepEd Daily Lesson Log has
lesson. It represents the knowledge, skills, and information various advantages for both teachers and the educational
that students need to learn to meet the learning objectives. system. For starters, it enables teachers to plan and structure
The content is typically drawn from the curriculum or syllabus their classes more effectively. Teachers can cover all essential
and can include facts, principles, processes, theories, or skills subjects and meet the learning objectives for each subject
specific to the subject area. It serves as the foundation for with a well-defined plan.
planning instructional activities, teaching strategies, and
assessments to ensure effective learning. Parts of Daily Lesson Log
Procedure Objectives- are concise statements that describe what
Procedures in a lesson plan are the detailed, step-by-step learners should know or be able to do by the end of a specific
instructions for how the lesson will be delivered. They outline lesson, course, or training. These objectives help establish
the sequence of activities the teacher will use to introduce, clear expectations, ensuring that teaching methods align with
teach, and reinforce the content, guiding students through desired outcomes.
the learning process. This includes methods for engaging Content- are thefacts, concepts, andprocedures based on
students, explaining concepts, conducting practice exercises, each ofthe learning areas that thelearners need to learn.
and closing the lesson. The procedures ensure that the lesson Procedures- (which includes review/motivation, discussion,
flows smoothly and that all key content and skills are application, generalization, evaluation and remediation)
addressed in an organized manner. -Motivation- is designed to engage students'
Generalization interest and prepare them for the lesson. It serves as a warm-
Generalization refers to the process of helping students up activity that connects prior knowledge to new concepts,
connect the specific content taught in the lesson to broader making learning more meaningful.
concepts or real-world applications. It encourages students Discussion- is where the teacher presents the main lesson
to extend their learning beyond the lesson and recognize content and engages students in deeper learning. This is the
patterns or principles that can be applied in different core part of the lesson where concepts, principles, or skills
contexts. By focusing on generalizations, the teacher helps are explained, demonstrated, and analyzed.
students see the relevance of what they’ve learned and how Application- is where students apply what they have learned
it fits into larger concepts, making the learning experience in a practical or meaningful way. This part of the lesson
more meaningful and impactful. allows students to demonstrate their understanding, practice
Application new skills, and connect the lesson to real-life situations.
Application involves providing students with opportunities to Evaluation- assesses how well students understood the
apply the knowledge and skills they’ve learned in the lesson lesson. It helps teachers measure learning outcomes and
to practical, real-life situations. It allows students to actively identify areas that need reinforcement.
engage with the material by solving problems, completing Remediation- provides additional support for students who
tasks, or using the content in contexts beyond the classroom. struggled with the lesson. It includes strategies to help them
The goal of the application phase is to help students deepen grasp difficult concepts and improve their understanding.
their understanding by practicing and reinforcing what Remarks- are thefacts, concepts, andprocedures based on
they’ve learned, ensuring they can transfer their knowledge each ofthe learning areas that thelearners need to learn.
to new scenarios. Reflection- allows teachers to evaluate the effectiveness of
Evaluation their lesson. It serves as a self-assessment tool to identify
This part assesses whether the learning objectives of the what worked well, what needs improvement, and how to
lesson have been achieved. It involves measuring the adjust future lessons to better support student learning.
students' understanding, skills, or knowledge through
formative or summative assessments. Evaluations can be in
the form of quizzes, oral questions, written responses, group
presentations, or even informal observations. The evaluation Advantage of Daily Lesson Log
helps both the teacher and students gauge progress and  The DepEd Daily Lesson Log has various advantages for
identify areas for improvement. both teachers and the educational system. For starters,
Assignment it enables teachers to plan and structure their classes
An assignment is a task given to students to reinforce the more effectively. Teachers can cover all essential
lesson content after class. It encourages independent subjects and meet the learning objectives for each
practice and deeper reflection on the material. Assignments subject with a well-defined plan.
can take various forms, such as homework, research projects,  Second, the DLL improves education quality by letting
essays, or reading tasks. They give students an opportunity to teachers to reflect on their educational techniques and
apply what they’ve learned outside the classroom and make required changes. For example, if a teacher
prepare for future lessons.
 discovers that a certain teaching strategy is ineffective, written responses, making them valuable resources for
they might adapt it and try a different approach. reinforcing subject matter and assessing student progress.
6. Daily plans
SUGGESTIONS IN MAKING LESSON PLANS -Daily plans serve as a guide for teachers to
1. Lesson plan is an aid to teaching effectively manage classroom activities, covering lesson
objectives, instructional
 Not a bible to be followed otherwise teaching will be for the lesson plan instead methods, materials, and assessment
of the children
 Sometimes lesson [plan should be set aside to meet an emergency or to take advantage ofconsistency
strategies. They help maintain the learningin teaching,
situation that comes up ensure time efficiency, and allow for adjustments
2. It should not be too detailed
 It may observe the main points and cause confusion Types of Lesson Plan
 It may not be too skimpy and inadequate, especially for beginning teacher
Schorling:
3. It should be planned within the time allotment for the subject
 If it covers too much ground it may result to superficial teaching1.andCurriculum area or
there is not much subject of the year
learning
 content
 Temptation to leave the subject matter half taught just to finish the It encompasses the subjects or learning areas that students are ex
of the syllabus
4. Textbook should not be regarded as infallible competencies that align with educational standards.
 It is also subject to mistakes. Consult other sources and persons2.of authority
Unit plan in organizing content
 A unit plan ensures continuity and coherence in learning, allow
 Present practice is to use several sources rather than only one textbook
connections between different concepts.
5.It may serve as a basis for future plans and means of
evaluating the success of learning
3.Daily lesson
 It must be improved and can serve as the basis for
The daily lesson helps ensure that the content is presented in a structured
measuring the results of teaching.
overall success of the unit or curriculum.
Types of Lesson Plan
Memorized
A memorized lesson plan is a teaching strategy where the
teacher delivers the lesson from memory, without relying on
notes or written guides. It often involves rote learning and
strict adherence to a pre-planned script.
Written Daily Lesson Plan
A written lesson plan is a structured document that outlines A daily lesson plan is a detailed document that outlines what
what a teacher intends to teach in a specific lesson. It serves a teacher will teach in a single day, how they will teach it, and
as a roadmap for instruction, ensuring that learning what materials or activities they will use. It serves as a step-
objectives, teaching methods, and assessment strategies are by-step guide for a single day's teaching-learning process.
well-organized.
 Expression in written form leads to clarity of thought CLASSIFICATION OF DAILY LESSON PLANS
❖ Protection against forgetting is insured 1.DETAILED
❖ Aid to mastery  It is anticipatory teaching:
❖ Basis of later improvement  Puts down in writing the classroom activities that may
Types of Lesson Plan occur
Gerald A Yoakan in R.G. Simpson 1949:  Writes down all the questions to be asked (teacher
1. Syllabus/Outline activity) in the expected answers (Pupil/Student activity)
provides a structured framework for instruction, ensuring  In writing try to visualize how children will react, what
that topics are presented in a logical sequence. It helps both difficulties to be encountered and how they may be
teachers and students stay organized, set clear expectations, guided to achieved desired results
and track progress throughout the course. 2.SEMIDETAILED PLAN
2. Unit plans  it omits the students’ activity
-dealing with the decisions of subject matter or a  contains only the lesson procedure in the steps of the
complete activity lesson
3. Detailed study guides  few pivotal questions may be included
-These study guides serve as detailed roadmaps for 3.BRIEF
students, breaking down complex topics into manageable  parts of the lesson plans are present
sections. They typically include summaries, key concepts,
questions for review, and supplementary materials to Parts of the Learner-Centered Lesson Plan
reinforce learning. Objectives – the lesson plan’s objectives provide specific
4. Mimeographed exercises goals that must be attained by the class, give a direction to
-These exercises were commonly produced using a class discussion and call for expected outcomes. Specific
mimeograph machine, which allowed teachers to create objectives should be either SMART (Specific, measurable,
multiple copies of worksheets, quizzes, and other learning attainable, reliable and time- bound). These specific
materials. objectives are geared toward attaining the instructional or
5. Workbooks behavioral objectives of the teacher
-They provide a systematic approach to learning,
often including explanations, examples, and spaces for Classification of Educational Objectives in terms of Body Parts
Involved
Cognitive (Head) – development of a learner’s intellectual subject matter or specific topic includes sources of
skills and abilities information. E.g. textbooks and library references
Affective (Heart) - development of a learner’s feeling, The subject matter includes the specific topic and how that
attitudes, values and emotions relates back to the National Curriculum. It should include the
Psychomotor (hands and Health) – development of a sources of information or references whether that is
learner’s muscular skills and abilities websites, textbooks or some other material. It likely also lists
any objects or tools teachers may use to enhance their
Classification of Educational Objectives in terms of Body Parts lessons.
Involved  Materials Needed – these refers to objects or tools that
serve as instructional aids for a particular subject like
Bloom’s Taxonomy maps, graphs, flashcards, slides, pictures and others.
Bloom’s Taxonomy is a classification of the different The organization of these materials and their
objectives and skills that educators set for their students effectiveness to a particular lesson are a must in any
(learning objectives). The taxonomy was proposed in 1956 by teaching-learning activity
Benjamin Bloom, an educational psychologist at the 3.Procedure or strategy – the procedure makes up the body
University of Chicago. The terminology has been recently of the plan, it is an explanation of how the lesson will
updated to include the following six levels of learning. progress step-by-step. It includes the teaching-learning
activities in a detailed plan, the definite procedure or steps of
the method being used to show the attainment of the
behavioral objectives, and the board work/exercises/
recitation. The creativity of the teacher in formulating the
questions must be shown in his/her strategy
 Generalization of the lesson – it is in the form of
summary or conclusion which must be answered by
learners through creative questioning
4.Evaluation
it can take the form of formative test consisting of a 10 item
6 levels can be used to structure the learning objectives,
multiple choice questions or any type of test after the day’s
lessons, and assessments:
lesson to determine mastery learning.
5.Assignment or agreement
Remembering: Retrieving, recognizing, and recalling relevant
this includes questions, exercises, and or a set of practice
knowledge from long-term memory.
specified by the teacher including focused specific questions.
Understanding: Constructing meaning from oral, written, and
graphic messages through interpreting, exemplifying,
B. Instructional Learning Processes
classifying, summarizing, inferring, comparing, and
are defined as the interactions between the learners and
explaining.
teachers. Instruction is planned according to the curricula,
Applying: Carrying out or using a procedure for executing, or
based on needs identified through assessment, and made
implementing.
possible through training of teachers. Learner- centered,
participatory, and inclusive instruction and learning processes
involve the larger community in providing and supporting
6 levels can be used to structure the learning objectives,
education.
lessons, and assessments:
Learning Objectives
1. Remembering: Retrieving, recognizing, and recalling
-Learning objectives should be brief, clear, specific
relevant knowledge from long-term memory.
statements of what learners will be able to do at the end of a
2. Understanding: Constructing meaning from oral,
lesson as a result of the activities, teaching and learning that
written, and graphic messages through interpreting,
has taken place. They are sometimes called learning
exemplifying, classifying, summarizing, inferring,
outcomes.
comparing, and explaining.
3Components of Learning Objectives:
3. Applying: Carrying out or using a procedure for
A.Performance
executing, or implementing.
This is an expression or desire on which it aims to obtain the
4. Analyzing: Breaking material into constituent parts,
necessary learning experience.
determining how the parts relate to one another and to
A student is assessed based on a specific topic or knowledge
an overall structure or purpose through differentiating,
within the time period.
organizing, and attributing.
B.Conditions
5. Evaluating: Making judgments based on criteria and
This refers to the necessary criterion or learning
standards through checking and critiquing.
measurements to which the student must attain or must
6. Creating: Putting elements together to form a coherent
have attained after the end of the subject or topic for the
or functional whole; reorganizing elements into a new
day.
pattern or structure through generating, planning, or
The objective itself is bonded with specific circumstances to
producing
which the student must reach to his/her own performance.
C.Criteria
2.Subject Matter
Almost related and similar to Conditions Objective but is Incorporates a student’s strengths as well as needs and is
based solely on a strict, measurable data to which the designed in partnership with the student rather than on
student’s performances fall into. behalf of the student.
The degree of accuracy is much more seen compared to the Outlines specific strategies based on the student’s input and
former two. needs.
Instructional Learning Processes Key Parts of Lesson Plan Evaluation
Guide in creating an instructional learning objectives Learning Objectives
Instructional Learning Objectives should: The specific goals that the teacher intends for students to
Be Smart achieve by the end of the lesson. These objectives should be
S-Specific clear, measurable, and focused on what students should
M-Measurable know, understand, or be able to do. Objectives guide the
A- Attainable lesson’s content and help in assessing its success.
R-Reliable Related Requirements
T-Time bound this includes any prerequisites, resources, or materials
needed for the lesson, as well as any conditions or prior
2. Include all or at least one of the following: KSA knowledge that students should have in order to succeed in
K-Knowledge the lesson.
S-Skills Lesson Materials
A-Attitude The tools, resources, and materials that the teacher will need
3.Be written following the ABC approach to conduct the lesson effectively. This can include textbooks,
A-Audience handouts, multimedia, visual aids (e.g., charts, projectors), or
B-Behavior online tools.
C-Condition Lesson Procedure
The step-by-step breakdown of what will happen during the
4.Should be simple, unambiguous, and clearly focused as a lesson. This outlines how the teacher will introduce the topic,
guide to learning. deliver the content, engage students, and conclude the
5. Should not use verbs like know, think, appreciate, learn, lesson. It includes the activities and strategies used to
comprehend, remember, perceive, understand, be aware of, achieve the lesson’s objectives.
be familiar with and have knowledge. 3 Domains of Learning
It is important to incorporate the following when making a
TEACHING CONTENT lesson plan:
The term content knowledge refers to the body of knowledge 1. Cognitive
and information that teachers teach and that students are Refers to the actions done by both the learner and the
expected to learn in a given subject or content area, such as teacher on which reflects on the knowledge obtained within
English language arts, mathematics, science, or social studies. the time period.
2. Affective
Lesson Planning Tackles the interest, attitude and values the students show
within the topic and the subject matter as a whole.
Lesson planning is the activity which the teacher performs Psychomotor
before the Seeks to enhance the way of teaching for the learners
actual lesson takes place. A lesson plan is a detailed according to their overall performance within the past topics
description of the discussed which would then help both parties to be invested
instructional strategies and learning activities to be in the teaching-learning process.
performed during the teaching/learning process.. hings to consider:
3 PHASES IN LESSON PLANNING Behavioral Objectives
1. Pre-planning These objectives focus on observable and measurable
Pre-planning starts the discussion about the public health behaviors, ensuring that learning outcomes can be assessed
need being considered and is an integral part of achieving the effectively. They are commonly used in instructional design
desired outcomes. At the end of this stage, you will know if and lesson planning to guide teaching and evaluation.
you will be proceeding with subsequent PLAN stages and will Tasks Analysis
determine the necessary tasks to complete your program Task analysis is the process of breaking down a complex task
planning. or skill into smaller, more manageable steps to facilitate
2. Implementation learning and instruction. It is commonly used in instructional
-The implementation of Lesson Study involves four stages: design, special education, and skills training to ensure that
planning, micro teaching, discussion and reflection. learners can systematically acquire and master new
3. Evaluation knowledge or skills.
The final phase of strategic planning process of creating a
lesson plan. It seeks to answer if we already achieved to Things to consider:
determine our objectives and goals. Instructional Taxonomies
A student-centered lesson plan… Instructional taxonomies are frameworks used to classify and
Is one that leverages multiple sources of data and the organize learning objectives, instructional strategies, and
student’s voice, and is thoughtfully crafted to actionably assessment methods. These taxonomies help educators
address a specific student need.
structure lessons based on different levels of learning The aim of micro-teaching is to give the trainee instructor an
complexity, cognitive engagement, and skill development. opportunity to prepare and present lessons (both theory or
demonstration) in order to apply the skills taught and
C. Lesson Chunking and Microteaching Basic learned. On completing the micro-teaching, the trainee-
LESSON CHUNKING instructor will be able to prepare and apply lesson plans
dividing a program, task, topic, list or process into small effectively during lesson presentation, apply the skills taught,
chunks to make learning more manageable.Chunking is a demonstrate and practice a variety of teaching techniques.
strategy used to improve memory performance.Breaking-up PROCEDURE OF MICRO-TEACHING
Content, Bite-size Pieces, Easy to Manage, Shorter 1. Skill definition
Organize - organizing and grouping various pieces of The pupil-teacher or the supervisor defines a certain skill.
information together. The skills of micro-teaching are defined regarding the
Process – memorize the chunks instead of individual teaching behaviors in order to procure knowledge of required
information. skills, which they have to focus on.
Retrieve – easy retrieval of the information (short-term 2. Demonstration
memory) The demonstration is the second step in the process. Experts
Cues – easy recollection of information demonstrate the specific skill by themselves or with the help
of audio\video tape recordings to the teacher trainee. This
3 Chunking Strategies: gives an idea to the teachers to work accordingly.
Classify and Prioritize the Learning Course’s Content 3. Lesson planning
Sorting and ranking information based on importance to This step is the first action by the student-teacher. The
focus on key concepts first. trainee teacher plans a short lesson through which
he/she could practice the skill. This microteaching lesson
Efficiently Group Your E-Learning Course’s Content plan is done with the help of his supervisor.
Organizing related information into logical categories or 4. Conducting lesson
sections for better understanding. Once the planning is done, according to the targeted skill the
pupil- teacher teaches the planned lesson to the group of
Organize Your Information students. These lessons are observed by supervisors and
Structuring content in a clear and sequential manner to pupil teachers. Further, they are videotaped, audio-taped, or
enhance comprehension and retention. televised through a CCTV camera. These tapes are later used
for self-evaluation as well.
How to Chunk a Content? 5. Discussion and conclusion
Start by listing topics covered by learning outcomes Once the teaching session comes to an end it is followed by a
Identify and write down all the key subjects or concepts that concluding session. The concluding session consists of
learners need to understand. feedback from the supervisor. During this session, the audio
or video recording may also be displayed in order to give an
Group the topics into similar items opportunity to evaluate oneself.
Categorize related topics together based on their similarities 6. Re-planning
or logical connections. Mastering a skill is an ongoing process. Thus, once the
cycle of micro teaching revolves, the process is repeated.
Give a topic name to each group This repetition involves the re- planning of the lesson
Assign a clear and relevant title to each group that plan. The aim of this re-planning is to master the skill
summarizes the main idea of the chunked content. mentioned earlier.
7. Re-teaching
MICRO-TEACHING On completion of the re-planning of the lesson, it is again
training system designed to improve teaching skills of taught to another group of students from the same class. The
teacher/instructor trainees. It is a scaled down (micro) time duration is kept as same as the previous class. This
version of actual teaching in which a teacher/instructor method contributes in practicing the skill repeatedly.
trainee teaches a group of colleagues for a time less than the 8. Re-discussion
normal lesson time allocated in an actual teaching situation. At the end of the re-teaching session, the discussion and
conclusion step is repeated. These discussions and
Microteaching sessions involve one student teacher, the class suggestions encourage the performance of the trainee. Thus,
instructor (or school supervisor), and a small group of peers. the process of feedback is procured to enhance performance
These sessions allow student teachers to practice and polish furthermore.
their teaching techniques in a simulated environment before 9. Redoing
putting them into practice with students. After the end of every session, this cycle is repeated.
MICRO-TEACHING The repetition is continued until the required skill is
Microteaching sessions focus on one teaching skill at a time. mastered. This process is repeated while attaining all the
This singular focus provides the opportunity for student required skills. Thus, we can conclude that micro-
teachers to master each technique by planning and teaching teaching involves the 4R's viz, Recording, Re-teaching, Re-
the same lesson multiple times, making adjustments based discussing, and Redoing.
on peer and instructor feedback. PRINCIPLES OF MICRO-TEACHING
1. One skill at one time
Skills in microteaching are targeted one at a time. Training environment (Kris Bales, 2020). The method, also used for
on particular skills are given until it is mastered. Once retraining or finetuning the skills of practicing teachers, was
mastered another skill is targeted next. Thus, micro teaching developed in the late 1950s and early 1960s by Dwight Allen
aims for one skill at a time. and his colleagues at Stanford University
2. Small scale content How Microteaching Works:
Limiting the content gives more freedom and ease to the
trainees. Thus, micro teaching is based upon the principle Microteaching sessions involve one student teacher, the class
of limited content. Teachers are to prepare their lessons instructor (or
within the given content, therefore, it becomes easier for school supervisor), and a small group of peers. These sessions
them to conduct their lessons. allow student
3. Practice makes a man perfect teachers to practice and polish their teaching techniques in a
Mastering skills require practice. While focusing on one skill simulated
at a time, micro teaching program also gives an environment before putting them into practice with students.
opportunity to practice those skills. Student teachers
PRINCIPLES OF MICRO-TEACHING BASIC conduct a short lesson (usually 5 to 20 minutes in length) and
4. Experiments then receive
Experiments are the key factors in any concept. In micro feedback from their peers.
teaching, many experiments are conducted in order to test How Microteaching Works:
the skills of the teachers. For example, the supervisors
conduct experiments where the length of the lessons, Microteaching sessions focus on one teaching skill at a time.
time duration, the strength of students in the class is Student teachers
changed. These skills are tested under controlled condition. rotate through the roles of teacher and student in small
5. Instantaneous feedbacks groups of 4 to 5 teachers. This singular focus provides the
Micro teaching consists of teacher-pupil and supervisor as opportunity for student teachers to master each technique
students. Once a session ends, teacher-pupil and supervisors by planning and teaching the same lesson multiple times,
come up with their feedback. This feedback is given instantly making adjustments based on peer and instructor feedback
after the lesson plan ends. Thus, it helps in rectifying the Benefits of Microteaching
drawbacks. Microteaching provides ongoing training for student teachers
PRINCIPLES OF MICRO-TEACHING and retraining for classroom teachers in a simulated
6. Self-evaluation opportunities environment enabling student teachers to perfect their
Evaluation plays an important role in any task. In micro- teaching techniques before applying them in the classroom
teaching, supervisors conduct various tests and thus there Microteaching sessions also allow student teachers to
are several chances to analyze mistakes. Evaluation gives an prepare for a variety of classroom scenarios, including
opportunity to understand the mistake and overcome working with students of different skill levels and
it. This program includes a session where drawbacks are backgrounds. Lastly, microteaching provides valuable
pointed out along with their solution. Thus, overall opportunities for self-evaluation and peer feedback.
improvement becomes an easier target.
7. Continuous efforts .Disadvantages of Microteaching
Acquiring and mastering skills is a slow and ongoing process.
Even after mastering a previous skill, one should Microteaching requires the presence of an instructor and a
continually strive for betterment. Continuous efforts make group of peers, which means that not all student teacher
it easier to attain overall development. scan consistently Complete microteaching sessions.
Three Phases of Microteaching Ideally, microteaching sessions are repeated multiple times
1. Knowledge acquisition so that the student teacher can refine their skills. However, in
This is the first phase of micro teaching. It includes the larger education programs, there may not be time for all
collection of data. In this phase, the trainee teacher gathers student teachers to complete multiple sessions. The
knowledge about the required skills by reading different Microteaching Cycle
literature as well as going through certain demonstrating
videos. UNIT 4: Learner-centered Psychological Principles and
2. Skill acquisition the Sustainable Development Goals
This is the working phase of the micro teaching program. Table of Contents:
Under this phase, the trainee teacher is asked to prepare • A. Learner-centered Psychological Principles
lessons and practice skills based on the model presented at 1. Cognitive and Metacognitive Factors
the start. 2. Motivational and Affective Factors
3. Transferring phase 3. Developmental and Social Factors
4. Individual Differences Factors
This is the last and major phase of micro-teaching. Here the
B. Summary of the 14 Principles
trainee comes out in a real situation, which is not controlled.
C. Introduction to the 2030 Agenda for Sustainable
Microteaching Development Goals
Microteaching is a teacher training technique that allows Learner-centered psychological principles (LCP) are a
student teachers framework for teaching that emphasizes the active role
to practice and refine their teaching skills in a low-risk, of the learner in the learning process. LCP principles are
simulated classroom based on the idea that learning is most effective when
learners are engaged and motivated, and when they The learning process of complex subject matter is most
construct knowledge through strategic thinking. effective when it is an intentional process of constructing
meaning from information and experience.
Characteristics of Learner-Centered Learning
1. Active Learning 2. GOALS OF THE LEARNING PROCESS
2. Student Autonomy The successful learner, over time and with support and
3. Personalized Learning instructional guidance, can create meaningful, coherent
4. Collaborative Learning representations of knowledge. QS
5. Real-world Application
3. CONSTRUCTION OF KNOWLEDGE
1. Active Learning The successful learners can link new information with
is a teaching method that encourages students to existing knowledge in meaningful ways.
participate in the learning process, rather than passively
listening to information. STRATEGIC THINKING
Strategic thinking in cognitive and metacognitive factors
2. Student Autonomy refers to the ability to plan and execute a series of steps
is the ability of a student to control their own learning. It's to achieve a specific goal or solve a problem.
a key concept in modern education, where learning is This involves using higher-order thinking skills such as
becoming more personalized. analysis, evaluation, and synthesis to develop a
strategic plan. In terms of cognitive factors, strategic
3. Personalized Learning thinking involves being able to assess and process
an educational approach that tailors teaching to each information, think critically, and make decisions based
student's needs, interests, and learning style. on goals and desired outcomes.
This includes being able to prioritize information, identify
4. Collaborative Learning patterns and relationships, and consider multiple
a teaching method where students work together to perspectives.
learn new material or solve problems. It can involve Metacognitive factors play a crucial role in strategic
pairs, small groups, or larger teams. thinking by involving the ability to self-regulate and
monitor one's own thinking processes. This includes
5. Real-world Application being aware of one's own thinking, reflecting on
the practice of using knowledge and skills in real-world strategies used, and being able to adapt and adjust
situations. It helps students understand how what they one's approach as needed.
learn applies to their everyday lives. To attain complicated learning goals, a successful
learner can develop and apply a repertoire of thinking
In the early 1990's, the American Psychological and reasoning skills. In its simplest form, strategic
Association (APA) appointed a group, a Task Force on thinking is a capacity to plan ahead.
Psychology in Education, to conduct further studies in It is the ability to develop strategies and ideas that will
both psychology and Education. The purpose of this take into account both changing environments and
group was to conduct studies that could further future challenges. In this field, learners learn it in their
enhance the current understanding of educators on the own strategy. The learner simply reflects on how they
nature of the learners about the teaching and learning used to do things or uses their own methods to
process. The end goal was to improve the existing accomplish a difficult task or situation.
school practices so that learning becomes more
meaningful to all kinds of learners'. THINKING ABOUT THINKING
Thinking about thinking involves both cognitive and
What is the role of the teacher in Learner-Centered metacognitive factors, which are essential for effective
teaching? learning and problem-solving. Cognitive factors refer to
The teacher has to develop students' awareness and the basic mental processes, such as perception,
shape their ability to make the most of their knowledge memory, attention, and reasoning, that help us acquire
and experience. and process information. These are task-oriented and
The 14 Learner-Centered Psychological Principles are focus on understanding or solving specific problems.
categorized as follows: (1) Cognitive and metacognitive While metacognitive factors, involve a higher level of
factors; (2) Motivational and effective; (3) Developmental self-awareness and control over these cognitive
and social; and (4) Individual difference factors. All these processes. They include planning how to approach a
principles influence the teaching and learning process task, monitoring progress, and evaluating the
(APA, 1997) effectiveness of strategies used.
By combining cognitive skills with metacognitive
COGNITIVE AND METACOGNITIVE FACTORS awareness, individuals can better understand their
-Cognitive factors refers to the mental processes the strengths and weaknesses, adapt their approaches, and
learners undergo as they process information. The way achieve their goals more effectively.
learners think about their thinking as they engage in Creative and important thinking are aided by higher-
mental tasks is the concern of the metacognitive factors. order techniques for choosing and monitoring mental
operations. The ability to observe and think about one's
1. NATURE OF LEARNING PROCESS own cognitive processes.
 play an important role in creating such emotion by
CONTEXT OF LEARNING giving positive feedback, being empathetic, and
 The context of learning in cognitive and promoting cooperation among students.
metacognitive factors emphasizes the interaction
between these two sets of factors in influencing Intrinsic Motivation to Learn
learning outcomes. For example, individuals with It is intrinsic motivation that leads a student to learn not
strong metacognitive abilities may be better able to because of any outside motive but just because such
monitor their understanding of a topic and adjust activities are in themselves found to be enjoyable or
their learning strategies accordingly, leading to rewarding. For example, a child who happens to love
more effective learning. drawing will possibly practice art not because there
 Similarly, individuals with strong cognitive abilities, happens to be a requirement but because he likes
such as good working memory, may be better able expressing that form of creativity. This source of
to process and retain information, which can also motivation encourages greater engagement with the
enhance their learning. topic, and richer long-term learning, compared to other
 Understanding the role of cognitive and forms. It is more likely to have students willing to keep
metacognitive factors in learning can help trying even when the going gets tough, as the motivation
educators and learners alike to identify and utilize rests on personal satisfaction instead of an outside
strategies that promote more effective learning. reward.
 This can include teaching students how to monitor It is thus necessary to have very creative and
their understanding, set goals, and use specific meaningful ways in teaching to encourage intrinsic
learning strategies, as well as providing support for motivation. That is, lessons can be designed to fit life
individuals who may struggle with specific cognitive experiences or passions of students to inspire them. For
processes such as attention or memory. instance, a science teacher can enlighten students
 By considering both cognitive and metacognitive through the use of examples from their local
factors in the context of learning, educators can communities to demonstrate how plants grow. Allowing
create a more supportive and effective learning the students to choose their topics or projects can
environment for students. Environmental elements, provoke a sense of ownership and therefore curiosity,
like culture, technology, and instructional which drives their motivation to explore and learn.
approaches, have a control on learning. Intrinsic motivation normally leads to the maximum
 The learning context is defined as the situation creativity and problem-solving. By being internally
where something is learned and understood, a motivated, students also tend to ask questions, seek
situation that can affect the way something is knowledge, and reflect critically about what they learn.
learned or taught. An example of a learning This kind of motivation would be addressed through
environment is the external learning environment, praise of effort, collaboration, and creation of an
including the quality of the equipment and facilities atmosphere of trust so that students feel free to express
and the degree of teacher training. their thoughts and ideas.

Motivational and Emotional Influences Effects of Motivation on Effort

 Motivation and emotions are powerful influencing
factors on how students learn and perform in  Motivation directly affects the value of effort that
school. Motivation is what drives a student to take a students place in their learning. A motivated student
learning task. Motivation overcomes the challenge is likely to put in time and energy to produce the
of school work. There are two types: intrinsic highest quality performance and understanding of
(students are motivated by curiosity or an inborn material. Motivation stimulates endurance required
passion for learning), and extrinsic (motivation to undertake difficult tasks: A motivated student is
comes from rewards from others, such as grades, likely to enjoy mathematics and hence will practice
praise, or recognition). Intrinsic motivation can be problem-solving despite initial failure.
the best because it may seek a more permanent  The motivation-effort relationship manifests itself in
interest and taking part in learning, whereas handling setbacks. A motivated learner considers
extrinsic motivation is short-lived and, however, errors an opportunity for improvement and an
may be important in specific situations. increased effort to overcome the hurdle. In contrast,
 addition, learning is much affected by emotions. For a student with little motivation would very easily
instance, positive emotions such as interest or give up or even avoid difficult tasks altogether. The
satisfaction mobilize concentration, retention, and teacher plays an important role in shaping the
motivation; while such negative emotions as anxiety motivation of the students by providing them with
or frustration impair focus and performance. good classroom goals that would help them give
Teachers can organize a supportive and constructive feedback and then praise the students.
motivational classroom space. When students feel  Such efforts motivate students to put in more efforts
secure, valued, and respected, they probably will at work when they perceive the signs of making
remain motivated and learn better. progress. The classroom environment created by
 Motivation and emotional influences go hand in teachers should promote the effort and celebrate
hand. The emotional state of a student determines the success in order to sustain motivations. Also,
much about how he or she would feel about "small" rewards such as verbal recognition or small
participating in a task. For instance, a student who certificates can help add to the extrinsic motivation
is confident and happy about a subject is likely to while the intrinsic motivation is developed by
take an initiative to learn by himself. Teachers do focusing on the value of learning itself.
 Opportunities for self-evaluation will enable
students to take ownership of their learning and Cognitive Individual Differences
appreciate how their effort increases their success.  Learners have varying intellectual abilities that
influence their pace, understanding, and problem-
Developmental and Social factors solving capacity.
Developmental Influences on Learning  Learning Styles Each student has a preferred
Learning is most effective when different development learning style, e.g., visual, auditory, kinesthetic, or
within and across physical intellectual emotional and reading/writing.
social domains is taken into account. Developmental  Motivational Differences Intrinsic and extrinsic
factors relate to how a person grows and changes over motivators play a key role in shaping how
time. individuals engage with tasks.
 Application in Teaching Educators must assess and
1. Cognitive Development respond to these differences to create personalized
As children grow, their ability to think, understand, and and adaptive learning experiences.
solve problems improves.
For instance, young children learn through action, while 2. Individual Differences in Learning
older students can think abstractly. This was explained Definition Individual differences in learning refer to
by Jean Piaget in his theory of stages of cognitive variations among learners in their ability to acquire and
development. process information. Influencing Factors These could
2. Language Development include personal experiences, disability, socioeconomic
Learning depends a lot on language. Children develop status, personality traits, and attitudes toward learning.
language skills by interacting with others, which helps Impact on Teaching Teachers must employ diverse
them understand and share ideas. According to Lev instructional strategies, such as differentiated instruction
Vygotsky, social interaction is very essential in learning and scaffolding, to meet varied learner needs.
a language.
3. Emotional and Social Development 3. Learning and Diversity
How a person feels and acts towards other people will Diversity in the Classroom
influence the learning ability. Cultural, linguistic, and ability-based diversity presents
For instance, the students who are in control of their both challenges and opportunities in education.
emotions and work harmoniously with others have better Students from diverse cultural or linguistic backgrounds
school results. According to Erik Erikson's theory, the bring unique perspectives and experiences, aiding the
stages of life vary due to different types of relationships collective learning process.
and emotional growth. Role of LCP Principles in Encouraging Diversity
Principles such as respect for different abilities,
Social influence on learning equitable opportunities, and culturally sensitive teaching
Learning can be maximized when the learner has an methods contribute to fostering inclusive learning
opportunity to interact and to collaborate with others on spaces.
instructional materials. Social factors focus on how the
people and environment around someone affect his or 4. Standards and Assessment
her learning. Link to Learner-Centered Approaches:
1. Family Environment Effective assessments should cater to individual learning
Families are the first teachers. needs and styles. Traditional standardized testing often
- A supportive and encouraging home helps children neglects contextual diversity, potentially disadvantaging
develop a positive attitude toward learning. certain learners. A learner-centered approach to
2. Peer Groups assessment focuses more on formative assessments,
Friends and classmates influence learning through peer reviews, and self-assessments.
collaboration and competition.
- Good peer relationships can inspire students, while Standards-Based Education Aligning assessments with
bad ones can demotivate them. curricula ensures relevance and consistency in
3. Cultural and Societal Norms outcomes.
The culture and community that a person grows up in
shapes their learning experiences. Authentic Assessment This refers to real-world
- For instance, various societies value different skills or applications of knowledge and skills, enhancing
ways of learning. Bronfenbrenner's ecological systems meaningful learning.
theory explains how cultural surroundings impact
education. What is the impact of Learner-Centered teaching on
students' learning?
Individual Differences Factors 1) students enable to receive personalized attention,
Overview improved problem-solving akills, enhanced
Learners exhibit diverse differences in their approaches communication and collaboration skills,
to learning. These differences stem from factors such as 2) the class can produce a lot of opportunities for
prior knowledge, learning styles, motivation, cognitive students to enhance their language competence and
abilities, socio-emotional contexts, and cultural practice their independent thinking.
backgrounds. Respecting and addressing individual Linking Learner-Centered Principles to Sustainable
differences is fundamental to learner-centered education Development
as it ensures inclusivity and equity.
SDG 4 – Quality Education attitude, feelings, and emotions that learners put into the
The Sustainable Development Goal (SDG) 4 focuses on learning task.
ensuring inclusive and equitable quality education for all.
Integrating LCPs into instruction is a significant pathway 7. Motivational and emotional influences on learning
to achieving SDG 4, as it addresses the individual needs The rich internal world of thoughts, beliefs, goals,
of learners and encourages liSignificance and expectation for success or failure can enhance or
By recognizing individual variations and promoting interfere with the learner’s quality of thinking and
diversity, learner-centered approaches directly information processing.
contribute to sustainable, inclusive, and equitable 8. Intrinsic motivation to learn
education systems. This aligns with the broader agenda Intrinsic motivation is stimulated by tasks of
of sustainability by empowering individuals to become optimal novelty and difficulty, relevant to personal
informed, empathetic, and active global citizens. interests, and providing for personal choice and control.
felong learning. 9. Effects of motivation on effort
B. Summary of the 14 Principles Effort is another major indicator of motivation to
learn. The acquisition of complex knowledge and skills
The 14 principles are divided into those referring to: demands the investment of considerable learner energy
– Cognitive and metacognitive and strategic effort, along with persistence over time.
– Motivational and affective
– Developmental and social Developmental and Social Factor
– Individual difference factors Developmental Influences on Learnings
Cognitive and Metacognitive Factor - As individuals develop, there are different opportunities
and constraints for learning.
Cognitive factors in learning involve various cognitive Learning is most effective when differential development
components like attention, perception, executive within and across physical, intellectual, emotional, and
function, and reasoning. It also involves various social domains is taken into account.
strategies that one uses to learn something. On the Social Influences on Learning
other hand, metacognitive factors involve the monitoring - Learning is influence by social interactions,
and evaluation of cognitive factors. interpersonal relations, and communication with others.
1. Nature of Learning Process 10. Developmental influences on learning
The learning of complex subject matter is most Learning is most effective when differential
effective when it is an international process of developmental within and across physical, intellectual,
constructing meaning from information and experience. emotional, and social domains is taken into account.
2. Goals of the Learning Process Individuals learn best when material is appropriate to
The successful learner, over time and with their developmental level and is presented in an
support and instructional guidance, can create enjoyable and interesting way.
meaningful, coherent representations of knowledge.
3. Construction of Knowledge 11. Social influences on learning
The successful learner can link new information Learning can be enhanced when the learner has
with existing knowledge in meaningful ways. Knowledge an opportunity to interact and to collaborate with others
widens and deepens as students continue to build links on instructional tasks.
between new information and experiences and their Individual Differences Factor
existing knowledge base.
Individual differences are the variations between
people in their physical, mental, and personality traits.
Individual differences can be stable or malleable.
4. Strategic Thinking
The successful learner can create and use a Example:
repertoire of thinking and reasoning strategies to gender, culture, race, and education are stable traits,
achieve complex learning goals. Successful learners while effort and attributions of success and failure are
use in their approach to learning reasoning, problem malleable traits
solving, and concept learning. 12. Individual differences in learning
5. Thinking about thinking Individuals are born with and develop their own
Successful learners can reflect on how they think capabilities and talents. Educators need to help students
and learn, set reasonable learning or performances examine their learning preferences and expand or
goals, select potentially appropriate learning strategies modify them, if necessary.
or methods, and monitor their progress towards these
goals. 13. Learning and diversity
6. Context of Learning The same basic principles of learning, motivation,
Learning is influenced by environmental factors, and effective instruction apply to all learners.
including culture, technology and instructional practices. 14. Standards and assessment
Assessment provides important information to
Motivational and Affective Factor both the learner and teacher at all stages of the learning
-How the learners push themselves to learn and how process.
they value learning are the concerns of the motivational
factors. Meanwhile, the affective factors relate to the
6. Context of Learning
 Learning is influenced by environmental factors, including those in marginalized or vulnerable situations,
including culture, technology and instructional practices. have equal access to quality education.
Alexander and Murphy gave a summary of the 14 4. Goal 13 - Climate Action: Facilitated learning can also
principles and distilled them into five areas: support education for sustainability, helping students
understand and engage with issues related to climate
1. The knowledge base change and the environment, preparing them to take
One's knowledge serves as the foundation of all action in their communities.
future learning. 5. Goal 16 - Peace, Justice, and Strong Institutions:
Facilitated learning can contribute to this goal by
2. Strategic processing and control fostering dialogue, critical thinking, and conflict
Learners can develop skills to reflect and regulate resolution skills, all of which are essential for building
their thoughts and behaviors in order to learn more peaceful, just, and inclusive societies.
effectively
3. Motivation and affect IMPORTANCE OF LEARNER-CENTERED
Factors such as intrinsic motivation, reasons for PRINCIPLES
wanting to learn, personal goals and enjoyment of This educational approach helps learners develop skills
learning tasks all have a crucial role in the learning such as decision making and problem solving, team
process. work, and presentation skills that are relevant to the
current labor needs.
4. Development and Individual Differences
Learning is a unique journey for each person
because each learner has his own unique combination
of genetic and environmental factors that influence him.
5. Situation or context
Learning happens in the context of a society as
well as within an individual.

Introduction to the 2030 Agenda for Sustainable

Development Goals
The 2030 Agenda for Sustainable Development and
its Sustainable Development Goals (SDGs) are
broad global goals that address critical
issues like poverty, inequality, education,
and environmental sustainability. While they
do not directly focus on facilitated learning as
a specific teaching method, there are important
connections between the SDGs and the concept
of facilitated learning
1. Goal 4 - Quality Education: One of the key SDGs
focuses on ensuring inclusive, equitable, and quality
education for all, and facilitating lifelong learning
opportunities. Facilitated learning methods are highly
relevant to this goal as they support active engagement,
personalized learning, and the development of critical
thinking skills. In the context of education, facilitated
learning is a method that can help achieve these
outcomes by focusing on guiding learners to discover
and construct knowledge rather than just passively
receiving information.
1. Goal 4 - Quality Education: One of the key SDGs
focuses on ensuring inclusive, equitable, and quality
education for all, and facilitating lifelong learning
opportunities. Facilitated learning methods are highly
relevant to this goal as they support active engagement,
personalized learning, and the development of critical
thinking skills. In the context of education, facilitated
learning is a method that can help achieve these
outcomes by focusing on guiding learners to discover
and construct knowledge rather than just passively
receiving information.
3. Goal 10 - Reduced Inequalities: Facilitated learning
techniques can be applied to reduce educational
inequalities by providing adaptive, learner-centered
experiences that cater to diverse learning styles and
needs. This aligns with efforts to ensure that all learners,