PED 4:FACILITATING LEARNER-CENTERED TEACHING
4 Principles of Student-centered Approach
1. Learning is Personalized - Students engage in different ways and in different places.
2. Learning is competency based - Students move ahead when they have demonstrated mastery of content, not
when they’ve reached a certain birthday or endured the required hours in a classroom.
3. Learning happens anytime, anywhere - Learning takes place beyond the traditional school day, and even
the school year.
4.Students take ownership of their learning - Students are engaged in their own success, as well as
incorporate their interests and skills into the learning process.
LEARNER-CENTERED TEACHING APPROACHES
1. Cooperative Learning Approach
- Cooperative Learning is a learner-centered teaching approach where students work together in small groups to
achieve shared learning goals.
5 Factors for an Effective Cooperative Learning Approach
1. Positive interdependence
2. Individual and group accountability
3. Promotive interaction
4. Group processing
5. Interpersonal and small group skills
2. Differentiated Instruction Approach
Differentiated Instruction is a teaching approach that tailors instruction to meet the diverse needs, readiness
levels, interests, and learning profiles of individual students. Teachers modify content, process, product, and
learning environment to ensure that all learners have equal access to learning.
Key Elements:
Differentiation by content, process, product, and learning environment
3. Personalized Learning Approach
-Personalized learning refers to instruction in which the pace of learning and the instructional approach are
optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content
(and its sequencing) may all vary based on learner needs.
LEARNING THEORIES
I. BEHAVIORISM
This particular learning theory assumes that the learner is essentially passive, simply responding to their
environmental stimuli. Behavioral theorists therefore believe that a learner basically begins as a clean slate, and
their behavior is shaped by positive/negative reinforcement.
The theory of behaviorism focuses on the study of observable and measurable behavior. It emphasizes that
behavior is mostly learned through conditioning and reinforcement (rewards and punishment).
Ivan Pavlov, a Russian physiological is well known for his work in classical conditioning or stimulus
substitution.
PAVLOV ALSO HAD THE FOLLOWING FINDINGS:
1. Stimulus Generalization. Once the dog has learned to salivate at the sound of the bell, it well salivate at the
other similar sounds
2. Extinction. If you stop pairing the bell with the food, salivation will eventually cease in response to the bell.
Spontaneous Recovery. Extinguished responses can be “recovered” after an elapsed time, but will soon
extinguish again if the dog is not presented with food.
3. Discrimination. The dog could learn to discriminate between similar bells (stimuli) and discern which bell
would result in the presentation of food and which would not.
4. Higher-Order Conditioning. Once the dog has been conditioned to associate the bell with food, another
unconditioned stimulus, such as a light may be flashed at the same time that the bell is rung. Eventually the dog
will salivate at the flash of the light without the sound of the bell.
II. CONNECTIONISM is a learning theory developed by George Siemens and Steven Downs. It stresses the
connections and combinatorial creativity. All the knowledge is out there – it’s a matter of making the
connections.
Edward Lee Thorndike connectionism stated that learning has taken place when a strong connection or bond
between stimulus and response is formed. He came up with three primary laws.
1. Law of Effect. The Law of Effect stated that a connection between a stimulus and response is strengthened
when the consequence is positive (reward) and the connection between the stimulus and the response is
weakened when the consequence is negative.
2. Law of Exercise. Tell us that the more an S-R (stimulus response) bond in practice the stronger it will
become. “Practice makes perfect” seem to be associated with this.
3. Law of Readiness. This states that, the more readiness the learner has to respond to the stimulus, the stronger
will be the bond between them. When a person is ready to a stimulus and is not made to respond, it becomes
annoying to the person.
1. Tolman's Purposive Behaviorism
- Purpose behaviorism has also been referred to as sign learning theory and is often seen as a link between
behaviorism and cognitive theory.
- Tolman believes that learning is a cognitive process. Learning involves building belief in the acquisition of
knowledge about the environment and then the discovery of knowledge through purposeful and objective
behavior.
Social Learning Theory: Albert Bandura
The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors,
attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious,
not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to
do.
Four Observational Learning
1.Attention – mental focus or concentration, willingness of the child to observe and mimic the behavior of a
model.
2.Retention – To encode the behavior in the memory, ability to store information.
3.Motor Production – To actually perform the behavior observe
4.Motivation/Reinforcement – Force that drives one to act.
III. COGNITIVISM is "the psychology of learning which emphasizes human cognition or intelligence as a
special endowment enabling man to form hypotheses and develop intellectually"
IV. CONSTRUCTIVISM
Students learn new things through experience. They build knowledge through experiences and interactions.
Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon the
foundation of previous learning. This prior knowledge influences what new or modified knowledge an
individual will construct from new learning experiences
PRINCIPLES OF CONSTRUCTIVISM
1.Knowledge is constructed, rather than innate, or passively absorbed
2. Learning is an active process
3. All Knowledge is socially constructed
4.All knowledge is Personal
5.Learning exists in the mind
Types Of Constructivism
1. Cognitive constructivism (Jean Piaget) states knowledge is something that is actively constructed by
learners based on their existing cognitive structures. Therefore, learning is relative to their stage of cognitive
development.
2. Social constructivism by ( Lev Vygotsky (1978, ) who suggested that, every function in the child's cultural
development appears twice: first, on the social level and, later on, on the individual level; first, between people
(interpsychological) and then inside the child (intrapsychological).
3. Radical constructivism by (Ernst von Glasersfeld (1974) and states that all knowledge is constructed
rather than perceived through senses. Learners construct new knowledge on the foundations of their existing
knowledge.
- Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of his or her
help in response to the learner's level of performance.
- National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED
Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009.
- Basic Education Sector Reform Agenda (BESRA)
- Basic Education Assistance for Mindanao (BEAM)
- Strengthening Implementation of Visayas Education (STRIVE)
- Third Elementary Education Project (TEEP).
-The K to 12 Reform (R.A. 10533)
7 DOMAINS OF TEACHER PRACTICE
•Domain 1: Content Knowledge &Pedagogy
•Domain 2: Environment
•Domain 3: Diversity of Learners
•Domain 4: Curriculum and Planning
•Domain 5: Assessment and Reporting
•Domain 6: Community Linkages and Professional Engagement
•Domain 7: Personal Growth and Professional Development
CAREER STAGES OF FILIPINO PROFESSIONAL TEACHERS
1. Beginning Teachers
-have gained the qualifications recognized for entry into the teaching profession.
2. Proficient Teachers
-professionally independent in the application of skills vital to the teaching and learning process.
3. Highly Proficient Teachers
-consistently display a high level of performance in their teaching practice.
4. Distinguish Teachers
- embody the highest standard for teaching grounded in global best practices.
Memory consists of three stores:
1. a sensory register
2. short-term memory (STM)
3. long-term memory (LTM).
- Encoding is the way information is changed so that it can be stored in the memory. There are three main ways
in which information can be encoded:
1. Visual (picture)
2. Acoustic (sound)
3. Semantic (meaning).
- Forgetting Curve’ refers to the loss of learned information has been a product of a series of experiments
conducted on memory by German psychologist Hermann Ebbinghaus (1850-1909).
- Spaced Retrieval (SR) is evidence-based and makes use of ‘procedural memory to help people recall
information over progressively longer intervals of time.
- Memory- is simply a pattern of information in the brain that is stored and retrieved.
- Declarative memory - consists of those which can be consciously recalled like facts as well as personal
events.
- Non-declarative memory - refers to implicit memory responsible for helping us carry out common tasks even
without the conscious thinking of it.
-Lateralization - is the differing functions of the left and right hemispheres of the brain.
* RIGHT BRAIN FUNCTIONS*
1. Art Awareness
2. Creativity
3. Imagination
4. Intuition
5. Insight
6. Holistic Thought
7. Music Awareness
8. 3D Form
9. Left-hand Control
* LEFT BRAIN FUNCTIONS*
1. Analytic Thought
2. Logic
3. Language
4. Reasoning
5. Science and Math
6. Written
7. Number Skills
8. Right-hand Control
- Whole- Brained People - are those individuals that enjoy best of both worlds. They have the skill to shift task
to the hemisphere of the brain that suits with the situation.
The 9 types of Intelligence
1.Spatial Intelligence (Picture Smart) - This intelligence focuses its ability to think in three dimensions. Some
of its strength includes spatial reasoning, artistic skill, active imagination and image manipulation.
2.Naturalist Intelligence (Nature Smart) - The strength of this intelligence is to organize and discriminate
living things as well as being sensitive to the features of the natural world.
3. Musical Intelligence (Music Smart) - People under this intelligence has the ability to recognize rhythm,
timbre, pitch, and tone.
4. Intra-personal Intelligence (Self Smart) - Recognizing personal strengths, thoughts and feelings and using
it to plan and direct your life is the major characteristic of people possessing this intelligence. This intelligence
does not only focus on self but it also has the ability to understand the nature of human condition.
5. Bodily- Kinesthetic Intelligence (Body Smart) - is portrayed through manipulation of objects and use of
different physical strength. Strong hand-eye coordination, and skill perfection through strong mind- body
coordination are strengths of this intelligence.
6. Linguistic Intelligence (Word Smart) - The strength of a word smart is the ability to use words and
language in expressing ideas. This intelligence allows people to understand the order of words.
7. Logical-Mathematical Intelligence (Math Smart) - has the ability to quantify, calculate, consider
proposition and hypotheses, and carry out complete mathematical operations.
8. Existential Intelligence (Spirit Smart) - is sensitive and has the ability to answer/ask questions about
human existence & true meaning of life.
9. Interpersonal Intelligence (People Smart) - The people under this intelligence has the ability to understand
and communicate with others in a very effective way. The skills that involves in people smart includes
sensitivity to moods and temperaments of others, strong verbal and non-verbal communication skills.
STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE
1.Analytic Intelligence - generally define as the academic ability. This intelligence helps us to solve problems
and acquire new information.
2. Creative Intelligence - the ability to adapt within a situation and to learn from experiences. This intelligence
helps the learners to related current situation to the past experiences whether it is similar or different.
3. Practical Intelligence - also known as the street smart, help learners to adapt to the demand of their
environment. This intelligence involves dealing with common personal o practical problems.
- Metacognition means “thinking about thinking”
- Motivation -is an inner drive that causes you to do something and persevere at something.
-Intrinsic Motivation - when the source of motivation is from within the person himself/herself or the activity
itself. It is motivation to engage in an activity for its own sake
-Extrinsic Motivation - when that which motivates a person is someone or something outside him/her. When a
student studies because he was told by his teacher or because he is afraid to fail and his parents will make him
stop schooling or because it will lead to a good grade, we can say that he is extrinsically motivated.
-Academic motivation - is defined as a student’s desire regarding academic subjects.
-Self-efficacy - is when an individual’s personal beliefs in his or her ability to perform and accomplish tasks.
- Autonomy - is a term that signifies personal beliefs that individuals have control over their own learning and
decision making .
-Attributional beliefs - are personal theories regarding why things happen in individuals’ lives.
Two types of goal orientation:
a.MASTERY GOAL-ORIENTED STUDENTS are those academically oriented to learn and master materials
and to demonstrate their competence by per- forming well.
b.PERFORMANCE GOAL ORIENTATED STUDENTS - demonstrate their competence relative to others.
ARCS Model of Motivation Learning
1. Attention
2. Relevance
3. Confidence
4. Satisfaction
1.Attention - it refers to the learners’ interest that is critical to get.
Two ways to gain attention:
Perceptual arousal – uses surprise or uncertainly to gain interest.
Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.
