Facilitating Learner Centered Syllabus.pdf

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1. OBE LEARNING PLAN FOR FACILITATING LEARNER-CENTERED TEACHING
CILO: At the end of the course, the teacher education students applying learning theories and research-based methodologies that facilitate effective learning process
SECTION 1- Understanding Learning
Section Intended Learning Outcome

Demonstrate understanding of learner-centered theories of learning and the types of learning.
Intended Learning
Outcome
Content Learning Activities Course Resources Assessment Task
At the end of Chapter
1, students are
expected to:

Analyze learner-
centered theories of
learning.




1. The nature and
types of learning.


2. The nature of
theories pf learning.

3. Definition of
“learner-centered”

4. Different factors
that explain learning

5. Learner-centered
instructional
strategies

6. Theories of learning
and their
educational
implications.




Engage
• Discussion and
analysis



Explore
• Expanding one’s
knowledge of
theories of learning
by reading library
books on the subject
matter.

Apply
• Determining
application of
theories in common
classroom activities
or situations




Basic Reading:
Brawner, D. (2018) Facilitating learner-
centered teaching. Quezon City: Adriana
Publishing Co., Inc.




Extended Readings:
• Combs, B. (n. d.) The learner-
centered psychological principles.
Retrieved from
http://www.ed.gov/rschstat/eval/t
ech/techconf/mccombs paper.html

• Most influential theories of
learning (n. d.). Retrieved from
http://www.psychologydiscussion.
net/learning/learning-meaning-
nature-types-and-theories-of-
learning





• Test of recall and
understanding of the
important concepts
about learning and
related theories.

2. • Ormod, J. (2015). Human learning:
Pearson education. South Asia Pte
Ltd Singapore

• Santrock, J. (1997). Educational
psychology p. 414. Workgroup of
the American Psychological
Association Board of Educational
Affairs.

• Santrock, J. (2011). Educational
psychology. 5
th
Edition: McGraw-
Hill Education.

• Shuell T. (n. d.). Theories of
learning. Retrieved from
http://www.education.com/refere
nce/article/theories-of-learning/

• Woolfolk, A. (2015) Educational
psychology: Pearson Education
South Asia Pte Ltd Singapore


At the end of Chapter
2, students are
expected to:

Compare child,
adolescent and adult
learning.







1. Principles of
cognitive
development

2. Nature of adult
learning and its
educational
implications








Engage
• Analysis and
discussion of
important concepts.

Explore
• Analysis of child,
adolescent and adult
responses to an







Basic Reading
Brawner, D. (2018) Facilitating learner-
centered teaching. Quezon City: Adriana
Publishing Co., Inc.

Extended Readings:
• Degree Diary (2018) Differences of
young, adolescent and adult
learners. Retrieved from







• Test of recall and
understanding of
differences in child,
adolescent, and
adult learning.

• Identifying specific
learning needs of
child, adolescent and

3. 3. Nature of
adolescent learning
and its educational
implications

4. Nature of learning
among children and
its educational
implications
interview question
and determining
differences in their
responses.

Apply
• Putting oneself in a
classroom situation
and demonstrating
how to present and
develop a math
concept.
http://www.degreediary.com/post
/the-characteristics-ofyoung-
adolescent-and-adult-learners

• Harris, J. (n. d.). Types of learning.
Retrieved from
http://www.Edtech2.boiestate.edu
/jenniferharris2/503/Types-of-
Learning

• Malcolm Knowles, (n. d.). The adult
learning theory. Retrieved from
http://elearningindustry.com/the-
adult-learning-theory-andragogy-
of-malcolm-knowles

• Teaching Excellence in Adult
Literacy (TEAL) Center Fact Sheet
No. 11 (2011) Adult learning
theories. Retrieved from
http://www.study.com/academy/c
hild-and-adolescent-development-
milestones/nature-vs-nature
adult learners by
provision of
appropriate
activities.


At the end of Chapter
3, students are
expected to:

Categorize
knowledge according
to type: declarative,
procedural and
functional
knowledge.






1. Definition of
knowledge and its
nature

2. Categories of
knowledge

3. Educational
implications of






Engage
• Discussion

Explore
• Class observation and
identification of
teaching strategies
teacher used to
develop declarative






Basic Reading
Brawner, D. (2018) Facilitating learner-
centered teaching. Quezon City: Adriana
Publishing Co., Inc.

Extended Readings
• Harris, J. (n. d.). Types of learning.
Retrieved from
http://www.Edtech2.boiestate.edu






• Day to day situations
are presented to
identify what
strategy for
knowledge
acquisition is used.

4. knowledge
acquisition

4. Applying
appropriate
strategies for
developing
knowledge
and procedural
knowledge.

Apply
• Students suggest
strategies or
interventions for
knowledge
acquisition.
/jenniferharris2/503/Types-of-
Learning

• The principles of adult learning
theory. Retrieved from
http://online.rutgers.edu/resource
s/articles/the-principles-of-adult-
learning-theory/?program

• Zimmerman, K. (Feb. 5, 2014).
Declarative memory: Definitions
and examples. Retrieved from
http://www.livescience.com/43153
.declarativememory.html

5. SECTION 2- Dimensions of Learner-Centered Learning
Section Intended Learning Outcome

Relate the dimensions of learning in selecting effective strategies and methodologies.
Intended Learning
Outcome
Content Learning Activities Course Resources Assessment Task
At the end of Chapter
4, students are
expected to:

Analyze the
developmental and
socio-cultural
dimensions of
learning.




1. Social-
constructivism and
its related
components

2. Socio-constructivist
theories and views
on learning.

3. Techniques,
methodologies, and
approaches using
socio-constructivist
views of learning.




Engage
• Discussion and
analysis of socio-
constructivism in
education activities
and tasks.

Explore
• Analysis of a lesson
plan to determine if
socio-constructivist
elements have been
integrated or applied
in the development
of the lesson.

• Observation of a class
and a written report
if culture has been
used as a source of
learning.


• Observation of a class
and determine if
socio-constructivist
methods were used.




Basic Reading:
Brawner, D. (2018) Facilitating learner-
centered teaching. Quezon City: Adriana
Publishing Co., Inc.


Extended Readings
• Brown, JS., Collins, A. & Duguid, (n.
d.). Situated cognition. Retrieved
from Researcher. (1989); 18: 323-
42
http://www.learning;theories.com/
situated-cognition-brown-collins-
and-duguid.

• Ormod, J. (2015). Human learning:
Pearson education. South Asia Pte
Ltd Singapore





• Pencil-and-paper
“test”, or an essay on
students’
understanding/exposit
ion on socio-
constructivist theories
and application.

6. Apply
• Ask students to think
and behave like a
classroom teacher,
and get their ideas on
how their teaching
methods are keeping
with socio-
constructivist views
or theories.


At the end of Chapter
5, the students are
expected to:

Relate social
interactions,
interpersonal
relations and
communication in the
learning process.






1. Defining and
understanding key
terms: social
interaction,
interpersonal
relations,
communication

2. The classroom as a
social entity

3. The classroom social
structure as it
relates to learning






Engage
• Discussion

Explore
• Students to observe a
class and determine
the direction and
kinds of interaction
occurring therein.

• Students to observe a
class and identify
social interactions
that may bring about
negative student
behavior.

Apply
• Presentation of
hypothetical






Basic Reading:
Brawner, D. (2018) Facilitating learner-
centered teaching. Quezon City: Adriana
Publishing Co., Inc.


Extended Readings
• Juneja, P. (n. d.) Different types of
interpersonal relationship.
Management Study Guide.
Retrieved from
https://www.managementstudygui
de.com/types-of-interpersonal-
relationship.htm

• Santrock, J. (2011). Educational
psychology. 5
th
Edition: McGraw-
Hill Education.



• Matching key concepts
with corresponding
and appropriate social
situation.

7. incidents where
student will make a
reaction on what
they need to do, if
faced with that
situation.


At the end of Chapter
6, students are
expected to:


Analyze research
findings on the
influences of
developmental and
socio-cultural
dimensions of
learning.








1. Importance of
research in
understanding the
developmental and
socio-cultural
dimensions of
learning.
2. Research findings in
influences of
developmental and
socio-cultural
dimensions of
learning.
3. Parenting as a
significant socio-
cultural and
developmental
factor for learning.
4. Research findings on
home experience,
peer influence, and
teachers as linked to
learning,
achievement and
other behaviors







Engage
• Discussion

Explore
• Students to read a
study (research) in
the library about
socio-cultural
dimensions of
learning. Make a
report about the
findings of that study.

Apply
• Conduct an interview
with classmates and
ask same questions
about involvement of
their parents in their
studies, to get an
idea who of the
parents are more
involved or less
involved in the







Basic Reading:
Brawner, D. (2018) Facilitating learner-
centered teaching. Quezon City: Adriana
Publishing Co., Inc.


Extended Readings:
• Vinograd-Bausell, C. R. & Bausell, R.
B. (1987). Home teaching of word
recognition skills. Journal of
Research and Development
Education, 20, pp. 57-65


• Santrock, J. (2011). Educational
psychology. 5
th
Edition: McGraw-
Hill Education.








• Recall and explain in
one’s own words the
key concepts learned
and discusses in this
chapter.

8. studies of their
children.


At the end of Chapter
7, students are
expected to:

Determine the
significance of
developmental and
socio-cultural
dimensions of
learning in selecting
effective strategies
and methodologies.








1. General educational
implications of
socio-cultural and
other contextual
theories.
2. Different peer-
interactive
strategies in the
classroom and the
benefits they give
the learners.








Engage
• Discussion

Explore
• Observe a class of
two days. Identify
situations or activities
where students are
given the opportunity
to derive or construct
their own learning
from the material of
activity engaged in.

Apply
• Identifying classroom
activities or situations
that are reflective of
the socio-cultural
dimensions of
learning discussed
earlier.








Basic Reading:
Brawner, D. (2018) Facilitating learner-
centered teaching. Quezon City: Adriana
Publishing Co., Inc.

Extended Reading:
• Ormrod, J. (2015). Human learning.
Pearson Education South Asia Pte
Ltd Singapore.


• Woolfolk, A. (2016). Educational
psychology. 13
th
Edition Pearson
Education South Asia Pte Ltd.
Singapore.







• Students’ exposition
about socio-cultural
views of learning and a
test of understanding
about these views.

9. Section 3 – Individual Differences in Learning
Section Intended Learning Outcome

Design learning activities to address the diverse needs of learners.
Intended
Learning
Outcome
Content Learning Activities Course Resources Assessment Tasks

At the end of
Chapter 8, the
students are
expected to:

Analyze
concepts of
individual
differences on
learning
according to
different
theories of
intelligence:
structural and
process.





1. Intelligence as
source of
individual
differences
among people.

2. General
concepts or
views about
intelligence
from experts.

3. Indicators of
intelligence

4. Definitions and
technical views
on intelligence
by experts

5. Development
and general
classifications
of theories of
intelligence.




Engage
• Discussion

Explore
• Introspection
about one’s
mental or
intellectual
abilities.

• Identifying one’s
intellectual
strengths and
abilities and
relating it to
one’s current or
future
preoccupation.

• Group
discussion about
one theory of
intelligence and
deriving its




Basic Reading:
Brawner, D. (2018) Facilitating learner-centered teaching. Quezon City:
Adriana Publishing Co., Inc.

Extended Readings:
• Declarative learning. Retrieved from
www.educationbug.org/a/declarative-learning.html

• Harris, J. (n. d.). Types of learning. Retrieved from
http://www.Edtech2.boiestate.edu/jenniferharris2/503/Types-
of-Learning

• Santrock, J. (2011). Educational psychology. 5
th
Edition:
McGraw-Hill Education.





• Pencil and
paper test to
determine if
students are
able to
characterize
the similarities
and differences
among
theories of
intelligence.

10. 6. Classroom
applications
and
implications of
theories of
intelligence on
learning.


usefulness as
basis for
decisions on
methodologies,
and techniques
to use in the
classroom.

• Observing a
class and
identifying those
students who
exhibit
behaviors which
indicate “high”
and “low”
intelligence.



Apply
• Analysis and
decisions to take
in a class of
varied levels of
intellect, using
theories of
intelligence as
jump off point.

• Determining
intelligence
levels of
students but
without
subjecting them
to mental ability
tests, except use

11. of behavioral
indicators of
mental ability.

• Deducing ideas
on how to plan
and guide
students in
carrying out a
group project in
the science
course using
theories of
intelligence.



At the end of
Chapter 9, the
students are
expected to:

Distinguish the
different styles
of learning.







1. General
definitions and
concepts about
learning styles.

2. Categories or
types of
learning styles
according to
different
proponents or
experts in the
area.









Engage
• Discussion


Explore
• Interview a
teacher about
her observations
on the dominant
kind of response
(reflecting a
particular
learning style),
her students give








Basic Reading:
Brawner, D. (2018) Facilitating learner-centered teaching. Quezon City:
Adriana Publishing Co., Inc.


Extended Readings:
Woolfolk, A. (2013) educational psychology: Active Learning Edition
(12
th
Edition). Upper Saddle River, NJ: Pearson Education, Inc.

Ferriman, J. (May 17, 2013). 7 major learning styles – which one are you?
Retrieved from https://www.learndash.com/7-major-learning-styles-
which-one-is-you/








• A “test” to
determine if
students are
able to
determine
what learning
style was used
in a particular
hypothetical
classroom
situation or
instructional
task.

12. 3. Nature or
inherent
characteristics
of learning
styles.

4. How a
knowledge o
learning style
impacts on
education or
classroom
teaching.


when asked to
do a task inside
or outside of the
classroom.

• Find out how if
the teacher is
keen on
identifying
students’
learning styles;
as well as
differences in
learning style
between fast
and slow
learners.

• Matching
students’
learning styles
and classroom
activities.



Apply
• Group
discussion on
three learning
styles and
identifying
learning styles
used in a task or
activity.

• A test of
understanding
by asking
students to cite
similarities and
differences
among
different
learning styles.

13. At the end of
Chapter 10,
students are
expected to:

Compare the
characteristics
of children with
special needs.




1. Nature of
special needs

2. Categories and
types of special
needs

3. Characteristics
and behavior
or children
with special
needs.

4. Appropriate
teaching
methods and
activities for
children with
special needs.






Engage
• Discussion

Explore
• Students
observe a class
where children
with special
needs are
mainstreamed.
Observe a
student with
special needs
and write
observed
behaviors.

• Cross validate
observations
with those of the
teacher.

• Discuss and
compare with
groupmates
observations of
behaviors of
children with
special needs.

• Students are to
observe a child
with special
needs and write




Basic Reading:
Brawner, D. (2018) Facilitating learner-centered teaching. Quezon City:
Adriana Publishing Co., Inc.





• “Test” that
requires
identifying a
special need
given the
particular
behavior
manifestations.

• Developing a
model of
methodologies
for children
with special
needs.

14. observations in a
journal and
report in class
for discussion.

Apply
• Discussion on
what to do to
improve the
teaching-
learning
experiences of
children with
special needs.


At the end of
Chapter 11,
students are
expected to:


Draw the
implications of
diversity in
designing and
assessing
learning
activities.







1. Rationale of
learner-
centered
teaching.

2. Benefits
derived by
students in
learner-
centered
teaching.

3. Approaches
that promote
learner-







Engage
• Discussion

Exploration
• Observe a class

• Identify children
with special
needs and
writing down
behaviors.

• Discuss with
groupmates,
how teacher
addressed the







Basic Reading:
Brawner, D. (2018) Facilitating learner-centered teaching. Quezon City:
Adriana Publishing Co., Inc.









• Exposition and
evaluation on
elements that
make for
learner-
centered
teaching.

• Matching
classroom
activity and the
special need
addressed.

15. centered
teaching.

4. Creating
appropriate
methods for
teaching
children with
special needs.


needs of the
children with
special needs.


Apply
• Identify children
remarkably
different from
the rest of the
students in the
class
.
• Imagine oneself
as a teacher.

• How does one
deal effectively
with an ADHD
student to make
him participate
in a group
activity.

• Identify some
ways to improve
the reading
performance of
a poor reader.

16. Section 4 – Motivational Techniques
Section Intended Learning Outcome

Develop motivational techniques for effective learner-centered learning.
Intended
Learning
Outcome
Content Learning Activities Course Resources Assessment Tasks

At the end of
Chapter 12, the
students are
expected to:

Relate need and
motivation.







1. Definition and
nature of
motivation.

2. Perspective of
motivation.

3. Factors relating
to motivation.

4. Benefits of
motivation.

5. Primary kinds of
motivation.

6. Approaches to
motivation.

7. Theories on the
relationship
between need
and motivation.







Engage
• Discussion


Explore
• Determining
appropriate
classroom
applications vis-à-
vis key motivation
concepts.


Apply
• Observe a class or
students engaged
in a group work.
Identify students
who exhibit
behaviors
indicating they are
highly motivated
to work, and citing
reasons why so.






Basic Reading:
Brawner, D. (2018) Facilitating learner-centered
teaching. Quezon City: Adriana Publishing Co., Inc.

Extended Readings:
• Convington, M. & Mueller, K. (2001). Intrinsic
versus extrinsic motivation: An Approach,
avoidance reformulation. Educational Psychology
Review, 13(2): 157-176.

• Maehr, M. L., & Mayer, H. A. (1997).
Understanding motivation and schooling:
Educational Psychology Review.

• Ormrod, J. (2015). Human learning: Pearson
Education South Asia Pte Ltd. Singapore.

• Woolfolk, A. (2013). Educational psychology:
Active Learning Edition Upper Saddle River, NJ:
Pearson Education, Inc.







• A “test” to determine
comprehension and
application of key concepts
on needs and motivation.

17. At the end of
Chapter 13, the
students are
expected to:

Analyze
problems in
motivation.







1. Nature of
problems in
motivation.

2. Sample
problems in the
area of
motivation.

3. Identify
problems in
motivation.








Engage
• Presentation of
concepts and
discussion.


Explore
• Observe a class
divided into four
groups who are
into a group
activity. Observe
behaviors
indicating levels of
motivation.
Advance reasons
for such
motivation levels
of each group.

Apply
• Assign students to
do group activity.
Observe behaviors
indicative of
motivational levels
of individual
students to
participate and
engage.







Basic Reading:
Brawner, D. (2018) Facilitating learner-centered
teaching. Quezon City: Adriana Publishing Co., Inc.


Extended Readings:
• Woolfolk, A. (2016) educational psychology 12
th

Edition. Pearson Education South Asia Pte Ltd.







• Exposition and test of
understanding of the
problems in motivation.

18. Section 5 – Cognitive and Metacognitive Factors in Learning
Section Intended Learning Outcome

Design learning activities to facilitate the cognitive and metacognitive process in learning.





At the end of
Chapter 14, the
students are
expected to:


Compare and
contrast the
perspectives
and concepts
related to
cognition and
metacognition.












1. Concepts and
perspective
about cognition
and
metacognition.


2. Factors
associated with
the
development of
cognition.


3. Strategies to
develop
students’
metacognitive
skills.













Engage
• Presentation and
Discussion



Explore
• Observe a class
and identify
opportunities for
development of
students’
cognition and
metacognition.



Apply
• Select and
identify the best
classroom
practices and
strategies that










Basic Reading:
Brawner, D. (2018) Facilitating learner-centered teaching.
Quezon City: Adriana Publishing Co., Inc.



Extended Readings:
• Ormrod, J. (2015). Human learning: Pearson Education
South Asia Pte LTd. Singapore.

• Bruning, R.; Schraw, G. & Norby, M. (2011). Cognitive
psychology and instruction: Pearson.

• Livingston, J. (1997). Metacognition: An overview.
Retrieved from
http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm











• Write an exposition
on key concepts and
applications of
concepts and
theories of cognition
and metacognition.

19. 4. Strategies that
develop self-
regulation.
develop
cognition and
metacognition.




At the end of
Chapter 15,
students are
expected to:

Analyze
research
findings to
explain
cognitive and
metacognitive
factors in
learning.








1. Factors in
learning related
to development
of cognition and
metacognition.

2. Strategies to
help students
process
information.

3. Implications of
cognitive
theories on
teaching and
learning.

4. Teaching
methods on
principles of
cognitive
learning theory.









Engage
• Discussion

Explore
• Do library work
by looking for a
research study
on cognitive and
metacognitive
abilities and
reporting the
research findings
in class.


Apply
• Observation and
comparison of
two classes on
developing
cognitive and
metacognitive
abilities of
students.








Basic Reading:
Brawner, D. (2018) Facilitating learner-centered teaching.
Quezon City: Adriana Publishing Co., Inc.


Extended Learning
• Khezlou, S. (2012). The relationship between, cognitive
and metacognitive strategies, age and levels of education.
The Reading Matrix, 12(1).







• Test of recall and
understanding of the
research findings
learned and discussed
in this chapter.

20. At the end of
Chapter 16, the
students are
expected to:


Identify
cognitive and
metacognitive
skills developed
in the K to 12
curriculum.








1. Description of
the key features
of the K to 12
curriculum


2. Identifying
cognitive and
metacognitive
skills developed
by the K to 12
curriculum
specified in two
samples of
expected
competencies.










Engage
• Discussion

Explore
• Do library work
by examining the
list of expected
competencies in
any subject. Go
through the list
and identify
whether it is
cognitive or
metacognitive
skills that are
being developed.
Make a report in
class.

Apply
• Write five course
objectives which
develop
cognitive and
metacognitive
skills and the
corresponding
activities to












Basic Reading:
Brawner, D. (2018) Facilitating learner-centered teaching.
Quezon City: Adriana Publishing Co., Inc.


Extended Learning
• K to 12 Senior High School Core Curriculum (2013).
Department of Education.












• Questions to
determine if students
developed an
understanding of
cognitive as different
from metacognitive.S

21. develop these
skills.