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________________________________________________________________________________________________________________________________
INS FORM 1
COURSE SYLLABUS August 1, 2020
Revision: 3
in Page 1 of 8
Ed 123
(Course Code)
FACILITATING LEARNER-CENTERED TEACHING
(Descriptive Title)
nd
2 Semester, A.Y.: 2020-2021

Department/Area : COLLEGE OF EDUCATION/PROFESSIONAL EDUCATION

Curriculum : BACHELOR OF ELEMENTARY EDUCATION
Curricular Year : FIRST YEAR
No. of Hours /Sem. : 54 Hours
Credit unit (s) :3
Prerequisite : NONE

Vision of the University : A premier, multidisciplinary-technological university

Mission of the University : The University shall primarily provide advanced professional and technical instruction for special purposes, advanced studies in
industrial
trade, agriculture, fishery, forestry, aeronautics and land – based programs, arts and sciences, health sciences, information technology
and other relevant fields of study. It shall also undertake research and extension services and provide progressive leadership in its
areas of specialization.

Goal of the University: The University shall produce scientifically and technologically oriented human capital equipped with appropriate knowledge, skills, and
attitudes. It shall likewise pursue relevant research strengthen linkages with the industry, community, and other institutions and maintain
sustainable technology for the preservation of the environment.
 Page 2 of 12

Program Outcomes:
:
6.2 Common to the discipline (Teacher Education)

6.2.a Articulate the rootedness of education in philosophical, socio cultural, historical, psychological, and political contexts. (Introduced)
6.2.b Demonstrate mastery of subject matter/discipline (Introduced)
6.2.c Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
(Introduced)
6.2.d Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners (Introduced)

Beginning Teacher Indicators (BTI) based on DepEd Order 42, series of 2017 – National Adoption and Implementation of the Philippine Professional
Standards for Teachers (PPST):

1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas.
1.1.2 Demonstrate an understanding of research-based knowledge and principles of teaching and learning.
2.2.1 Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning.
2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation.
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners' gender, needs, strengths, interests and experiences

Course Description : The course explores the fundamental principles, processes and practices anchored on learner-centeredness and other educational
psychologies as these apply to facilitate various teaching-learning delivery modes to enhance learning.

Course Learning Outcomes: Within the semester, pre-service teachers will be able to:

1. Identify the research-based concepts, principles, processes and practices of learner-centered teaching and other educational psychologies as applied in
real-world teaching and learning situations (PO 6.2.a, PO 6.2b, BTI 1.1.1, BTI 1.1.2).

2. Design learner-centered instructional plans using the learner-centered teaching principles, approaches and practices (PO 6.2.c, PO 6.2.d, BTI 2.2.1, BTI
2.4.1, BTI 3.1.1).

3. Use appropriate pedagogies in the crafting of a learner-centered lesson plan (PO 6.2.b, PO 6.2.c, PO 6.2.d, BT 1.1.1, BT 2.2.1, BT 2.4.1, BT 3.1.1).

Course Content:
INTENDED LEARNING
OUTCOME
Relate the vision, mission and
goals of the University and
the program and course
outcomes with one’s personal
career goals.
1. Compare and contrast
learner-centered teaching
from other teaching
approaches based on
identified features (CO 1);
2. Discuss the need to shift
ASSESSMENT TEACHING LEARNING
TASK (S) ACTIVITY
Write a reflective journal Student envisioning on the type
on the importance of of teacher they would want to
aligning one’s personal become
career goals with the
VMGO of the institution. Teacher-facilitated discussion
using PowerPoint presentation
Creating a comparison graphic
organizer showing the
alignment of one’s personal
career goals with the VMGO of
the institution.
Differentiating learner- Activating prior knowledge
centered teaching from through the use K-W-L chart to
other forms of teaching record what they know (K)
approaches through a about the learner-centered
graphic organizer teaching, what they want (W) to
know about the topic and what
they learned (L) as a result of
what they have read.
Situational analysis of the
teaching-learning approach
illustrated
Writing a short speech Activating prior knowledge
Page 3 of 12
LEARNING TIME
CONTENTS REFERENCE REMARKS
RESOURCE ALLOCATION
Start of Classes CTU VMGO multimedia CTU Manual 3 hours
Procedure presentation Maam Virgie
Student Handbook
Policies and
Standards Course syllabus
Course Orientation Vision/Mission/Goals. Retrieved
from
New VMGO http://teachersontarget.com/
UNIT 1 – THE LEARNER- Powerpoint presentation A summary of Learner-centered 3 hours
CENTERED TEACHING teaching: Five key changes to
practice Maryellen Weimer, 2013
1. Definition, 2013 Retrieved from
Learning Modules https://cte.tamu.edu/getattachment/
characteristics and
Faculty-Teaching-
descriptions of learner-
Resource/Program-
centered teaching ReDesign/Orientation-and-Team-
Internet and web sources Formation/Book-Summary-Learner-
Centered-Teaching-by-Maryellen-
Weimer.pdf.aspx
KWL Chart Comparison of Approaches to
Teaching and Learning
Retrieved from
http://mooc.nios.ac.in/mooc/plugi
nfile.php?
file=/11938/course/summary/UNI
T2-
APPROACHES_TO_LEARNING
_AND.pdf
Prototype Syllabi for Pre-service
Teacher Education
Compendium Series
Compendium 1: Professional
Education Courses
UNIT 1 – THE LEARNER- Powerpoint presentation A summary of learner-centered 3 hours

from teacher-centered to
learner-centered teaching
based on current research on
principles of learner-centered
teaching (CO 1); and
3. Reflect on the teachers’
classroom practices that
promote learner-
centeredness in each domain
of the learner-centered
psychological principles (CO
1).
expressing their stand about educational philosophies
on the need to shift using graphic organizer
from teacher-centered Constructing a Pros and Cons
to learner-centered Grid on the adoption/
teaching implementation of learner-
centered teaching
Summarizing a research article
using the Research Literature
Matrix
Through a graphic Activating prior knowledge
organizer, students will about the learner-centered
provide classroom psychological principles through
practices that promote video watching
learner-centeredness
Group discussion and sharing
about the learner-centered
psychological principles
Exemplify the learner-centered
psychological principles and
provide reasons for its effective
use.
PREMILINARY EXAMINATION
CENTERED TEACHING
2. The Paradigm Shift in
Teaching:
 From teacher-
centered to learner-
centered teaching
 Managing the shift:
Facilitating learning
in the next
generation
UNIT 1 – THE LEARNER-
CENTERED TEACHING
3. The Learner-Centered
Psychological Principles
Page 4 of 12
teaching: Five key changes to
practice” by Maryellen Weimer,
2013 Retrieved from
https://cte.tamu.edu/getattachme
Learning Modules nt/Faculty-Teaching-
Resource/Program-
ReDesign/Orientation-and-
Internet and web sources Team-Formation/Book-
Summary-Learner-Centered-
Teaching-by-Maryellen-
Weimer.pdf.aspx.
Research article
Facilitating Learning: A
Metacognitive Process by Lucas
and Corpuz (2014)
Powerpoint presentation Bulusan, F., et. al (2019). 3 hours
Facilitating Learner-Centered
Teaching. Rex Book Store, Inc.:
Sampaloc, Manila.
Learning Modules
McCombs, B. L. (2000).
Assessing the Role of
Internet and web sources Educational Technology in the
Teaching and Learning Process:
A Learner-Centered
Perspective. University of
Video clip from youtube Denver Research Institute.
Available:
https://www2.ed.gov/rschstat/ev
al/tech/techconf00/mccombs_pa
per.html
Learner-centered Psychological
Principles. Available:
https://youtu.be/LqpJcB2TzLE
American Psychological
Association, Center for
Psychology in Schools and
Education, Washington.
Available:
https://www.apa.org/ed/governa
nce/bea/learner-centered.pdf
3 hours

INTENDED LEARNING
OUTCOME
4. Design a lay-out of the
physical structure of a
learner-centered classroom
based on the guidelines of
learner-centered organization
(CO 2).
5. Describe the roles and
responsibilities of the
teachers and learners for a
supportive, inspiring,
motivating and productive
learner-centered classrooms;
and
6. Evaluate which disciplinary
actions are positive and non-
violent in the management of
behaviour (CO 1).
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ASSESSMENT TEACHING LEARNING LEARNING TIME
CONTENTS REFERENCE REMARKS
TASK (S) ACTIVITY RESOURCE ALLOCATION
Stretch Your Mind, Teacher-led Discussion with the UNIT 2 – Powerpoint presentation Handbook for Qualities of 3 hours
Sketch a Plan. Students use of powerpoint presentation ORGANIZATION AND Effective Teachers by James H.
will make a sketch of a on the various forms of learner- MANAGEMENT OF Stronge, Pamela D. Tucker and
classroom that supports centered classroom LEARNER-CENTERED Jennifer L. Hindman.
Learning Modules
learner-centered organization. CLASSROOMS Available:
organization http://www.ascd.org/publications
Fix with a twist. Students will 1. Forms of learner- /books/104135/chapters/Classro
suggest an alternative room centered procedures and Internet and web sources om-Management-and-
management physical structure, Organization.aspx
 Classroom routines
and procedures
 The social
environment
 Creating motivating
learning
environment
Brain Gauge. Students Staying connected. Students UNIT 2 – Powerpoint presentation Handbook for Qualities of 3 hours
will enumerate 3 roles will match the concepts of ORGANIZATION AND Effective Teachers by James H.
and responsibilities of a classroom management and MANAGEMENT OF Stronge, Pamela D. Tucker and
teacher and a learner. organization with their LEARNER-CENTERED Jennifer L. Hindman.
Learning Modules
They will then justify definition. CLASSROOMS Available:
their importance. http://www.ascd.org/publications
Teacher-facilitated discussion 2. Learner-centered /books/104135/chapters/Classro
using PowerPoint presentation classroom: Roles and Internet and web sources om-Management-and-
responsibilities Organization.aspx
Research Review. Students will  Of teachers
conduct a research review of a  Of Learners
journal article describing the Research articles
Student-centered and teacher-
roles and responsibilities of
centered classroom
teachers and learners in a
management: A case study of
learner-centered classroom
three elementary teachers.
Garrett (2008).
Available:
https://files.eric.ed.gov/fulltext/EJ
829018.pdf
Act on It. Students will Hot or not. Students will be UNIT 2 – Powerpoint presentation Handbook for Qualities of Effective 3 hours
formulate their asked to read a quote and will ORGANIZATION AND Teachers by James H. Stronge,
response to a scenario express their agreement or Pamela D. Tucker and Jennifer L.
MANAGEMENT OF
using positive discipline. disagreement on the quote. Hindman.
LEARNER-CENTERED Available:

7. Discuss the nature of
learner-centered teaching
modalities and structures that
Comprehension Check.
In the first part, students
will identify statements
PD or NPD. Students will
evaluate scenarios as either
showing positive discipline or
not.
MIDTERM EXAMINATION
Picture Analysis. A picture will
be shown to the students. Then
they will analyze the difference
CLASSROOMS
3. The role of discipline in
learner-centered
classrooms
 Positive Discipline
UNIT 3 – LEARNER-
CENTERED PEDAGOGY
Page 6 of 12
Learning Modules http://www.ascd.org/publications/bo
oks/104135/chapters/Classroom-
Management-and-
Organization.aspx
Internet and web sources
Handbook of Research on Learner-
Centered Pedagogy in Teacher
Education and Professional
Development by Angelina Popyeni
Amushigamo
Available: https://www.igi-
global.com/chapter/teachers-and-
students-role-in-the-learner-
centered-classrooms/163491#
Assali, M. A. (2015). Positive
Developing Positive Discipline in
Iraq. Available:
https://www.humanitarianresponse.i
nfo/sites/www.humanitarianrespons
e.info/files/documents/files/pd_strate
gy_implementation_guidelines_fede
ral.pdf
Positive Discipline in Everyday
Teaching: A Primer For Filipino
Teachers. Available:
https://bulacandeped.com/wp-
content/uploads/2016/08/POSITIVE-
DISCIPLINE-IN-EVERYDAY-
TEACHING-A-Primer-for-Filipino-
Teachers.pdf
https://www.google.com/search?
q=if+your+child+feels+love+carolina
+king&source=lnms&tbm=isch&sa=
X&ved=2ahUKEwjM2tCXqIbvAhW8I
qYKHTY3CDEQ_AUoAXoECAoQA
w&biw=1155&bih=718#imgrc=NHvt
T52kwOeFdM
Durrant, Joan E. (2010). Positive
Discipline in Everyday Teaching.
Bangkok: Save the Children.
3 hours
Powerpoint presentation https://www.teacherph.com/depe 3 hours
d-learning-delivery-modalities/

will suit learners’ gender,
needs, strengths, interests
and experiences (CO 1);
as either true or false.
In the second portion,
they will identify the
type of learning
modalities and
structures for facilitating
learner-centered
teaching.
between equity and equality as
portrayed in the picture.
Learning Options in the Time of
COVID 19. Taking
consideration of the present
educational context, students
will be grouped and will come
up with a plan to disseminate
information about the different
learning modalities, alternative
delivery modes, and structures
for facilitating learner-centered
teaching. Their output will be a
video-recording of their
discussion.
Page 7 of 12
1.A Delivery Modalities Learning Modules https://www.yumpu.com/en/docu
 Face-to-face ment/read/53644250/adm-
 Blended learning misosa-presentationpdf
 Technology-based,
Internet and web sources
online/ e-Learning http://www.taocommunity.com/fo
 Distance learning undation/eimpact
1. B. Structures for https://www.teacherph.com/guid
Facilitating learner- elines-pilot-implementation-
centered teaching open-high-school-program-ohsp/
 Formal (traditional)
 Alternative Learning https://www.teacherph.com/depe
System (ALS) d-learning-delivery-
o Non-formal modalities/#:~:text=Alternative
education (NFE) %20Delivery%20Modes
o Informal %20(ADM)%20are,personal
education %2C%20social%20and
%20economic%20constraints
1. C.Alternative Delivery
https://www.google.com/search?
Modes (ADM) q=equality+and+equity&tbm=isch&ved=2
 Modified in-school ahUKEwiR9tGiqIbvAhUFyZQKHS6HCh
off-school approach AQ2-
(MISOSA) cCegQIABAA&oq=equality+and+equity&
gs_lcp=CgNpbWcQAzICCAAyAggAMgII
 Enhance Instructional ADICCAAyAggAMgIIADICCAAyAggAMg
Management by IIADICCAA6BwgAELEDEEM6BAgAEEM
Parents, Community 6BQgAELEDUIPsF1jEgxhgiIYYaABwAH
and Teachers (e- gAgAG-
A4gBwieSAQUzLTkuNJgBAKABAaoBC
IMPACT) 2d3cy13aXotaW1nwAEB&sclient=img&e
 Open high school i=hkM4YJGbBIWS0wSujqqAAQ&bih=71
program (OHSP) 8&biw=1155#imgrc=QvyiIMfbUGJ2ZM

https://www.scribd.com/doc/148
323678/alternative-delivery-
mode-framework

8. Select appropriate learner-
centered methodologies and
strategies based on learners’
diverse needs, learning styles
and backgrounds (CO 2, CO
3); and
Comprehension Check.
Students will identify the
methods and strategies
as illustrated in the
statements.
Watch and Collect. A video clip
will be presented to the
students then they will list down
10 things they learned from the
video.
Critiquing. Students will
observe a teacher through a
video. They will identify 5
UNIT 3 – LEARNER-
CENTERED PEDAGOGY
2.Methods and Strategies
A. Methods
 Active, Cooperative
learning, Inquiry
and inductive
learning activities
Powerpoint presentation https://www.youtube.com/watch 3 hours
?v=UCFg9bcW7Bk
Learning Modules http://oaji.net/articles/2017/1174-
1512381655.pdf
http://samples.jbpub.com/978076374945
Internet and web sources 3/49451_CH09_FINAL.pdf
https://www.aeseducation.com/blog/what

9. Formulate differentiated
instruction using appropriate
learner-centered teaching
methods and strategies (CO
2, CO 3).
activities, methods, and
strategies used in the
instructional process and
critique whether the learners’
diverse needs, learning styles,
and backgrounds were
addressed.
Hands-On: Formulating Graffiti. With their group,
Differentiated students will brainstorm their
Instruction. Based on ideas about differentiated
their field of instruction.
specialization, students
Page 8 of 12
B. Learning-centered Video clips -is-cooperative-learning-and-how-does-
it-work#:~:text=Cooperative%20learning
Instructional
%20is%20the%20process,blended
Strategies %20learning%20or%20differentiated
 Cooperative %20instruction.
learning, KWL,
https://study.com/teach/active-
Brainstorming,
learning.html
Small group, Case
studies, Learning https://www.slideshare.net/aadabmushri
centers, Role play, b/case-study-ppt-65990886
Simulation,
https://www.youtube.com/watch?
Workshop,
v=QHvp09yge3M
Demonstration,
Inquiry-based, https://uwaterloo.ca/centre-for-teaching-
Project-based excellence/teaching-resources/teaching-
tips/developing-
learning, Problem-
assignments/assignment-design/active-
based learning, learning-activities
Discovery Learning,
Q and A session, https://www.queensu.ca/teachingandlear
ning/modules/active/12_exmples_of_acti
Social Media,
ve_learning_activities.html
Games or
Gamification, https://k12teacherstaffdevelopment.com/
Competitions, tlb/promote-cooperative-learning-in-the-
classroom/
Debates
https://www.teachthought.com/pedagogy
/6-questions-students-can-use-guide-
inquiry-based-learning/
https://courses.lumenlearning.com/engc
omp1-wmopen/chapter/text-inductive-
reasoning/
https://www.pinterest.ph/pin/1579075306
55752916/
https://www.sokada.co.uk/showcase-
your-work-with-case-studies/
https://www.sfappworks.com/blogs/mast
ering-the-brainstorm/
https://www.simutechmultimedia.com/si
mulation-learning-its-impact/
https://sniderreadingincontentarea.weebl
y.com/qar-question-answer-
relationship.html
UNIT 3 – LEARNER- Powerpoint presentation https://resilienteducator.com/clas 3 hours
CENTERED PEDAGOGY sroom-resources/examples-of-
Learning Modules differentiated-instruction/
3. Differentiated
Instruction Internet and web sources https://files.eric.ed.gov/fulltext/EJ

10. Identify the different parts,
functions and characteristics
of a learner-centered lesson
plan (CO 1): and
11. Compare and contrast an
exemplar learner-centered
lesson plan with a teacher-or
content-centered lesson plan
(CO 1); and
will formulate a lesson Content Analysis. Students will
plan utilizing analyze a lesson plan and
differentiated identify which portion of the
instruction. lesson plan DI is reflected.
They will justify their answer.
Research Review. Students will
conduct a research review of a
journal article about
differentiated instruction.
SEMI-FINAL EXAMINATION
Comprehension Check. BLA Learning Scenarios. The
This portion is basic parts of a lesson plan
composed of 4 parts: include a beginning, middle,
A. Identifying the parts and end. Students will then
of a lesson; identify learning scenarios as
B. Identifying the either occurring Before a
characteristics of a lesson, Lesson proper, or After
lesson plan; a lesson.
C. Identify the parts of
the lesson plan; and Teacher-facilitated discussion
D. Essay using PowerPoint presentation
Think, Pair, Share. Students will
complete a graphic organizer
showing the key concepts about
the lesson plan. They will then
find a partner and will share
their graphic organizer through
discussion. They will also
record their discussion through
a video within 3-5 minutes.
Compare and Contrast. Which is which. Students will
Through a Venn identify scenarios as either
Diagram, students will learner-centered instruction or
compare and contrast a teacher-centered instruction
learner-centered lesson
plan with a teacher- Teacher-facilitated discussion
centered lesson plan using PowerPoint presentation
Do-It-Yourself. Different
activities will be presented and
students will identify which part
of the instructional process do
Page 9 of 12
1183415.pdf
Research article
https://www.henry.kyschools.us/
userfiles/63/Main
Lesson plan %20Idea/samplelessonplan.pdf
3 hours
UNIT 4 – LEARNER- Powerpoint presentation DepEd Order No. 42 s. 2016 3 hours
CENTERED LESSON Policy Guidelines on the Daily
PLAN Lesson Preparation for the K to
12 Basic Education Program
Learning Modules
1. The Learner-centered Available:
Lesson Plan https://www.academia.edu/3773
 Parts of the learner- 7186/DAILY_LESSON_PLAN_G
centered lesson plan Internet and web sources UIDELINES
 Detailed lesson vs.
daily lesson log Characteristics of a good lesson
plan
Available:
http://ecoursesonline.iasri.res.in/
mod/page/view.php?id=80751
UNIT 4 – LEARNER- Powerpoint presentation DepEd Order No. 42 s. 2016 Policy 3 hours
Guidelines on the Daily Lesson
CENTERED LESSON
Preparation for the K to 12 Basic
PLAN Education Program
Learning Modules Available:
2.Instructional Process https://www.academia.edu/37737186/DA
ILY_LESSON_PLAN_GUIDELINES
 Planning instruction Internet and web sources
 Delivery of instruction Teacher-centered instruction.
 Assessment of Available:
learning Detailed Lesson Plan samples https://englishpost.org/characteristics-
teacher-centered-instruction/
http://ecoursesonline.iasri.res.in/mod/pa
ge/view.php?id=80751

12. Make a lesson plan
following the principles of
learner-centered lesson
planning (CO 2, CO 3).
they illustrate.
Hands-on: DLP Making. E-talk. Students will conduct an
Based on their field of online interview about issues/
specialization, students concerns about lesson
will make a lesson plan planning. After the interview,
following the principles they will group themselves and
of a learner-centered will consolidate their data. Then
lesson planning. using a T diagram, they will
propose solutions to the issues/
concerns
Teacher-facilitated discussion
using PowerPoint presentation
Brain Gauge. This is compose
of two parts:
A. Identify the learning domain
of a learning objective
Page 10 of 12
https://www.academia.edu/22907166/Ins
tructional_Process_and_Digital_Resourc
es
A DETAILED LESSON PLAN IN
TECHNOLOGY & LIVELIHOOD
EDUCATION (RECYCLING).
Available:
https://vdmendoza.files.wordpress.com/2
014/09/a-detailed-lesson-plan-in-tle-
2.pdf
Track your consumption activity.
Available:
https://www.enr.gov.nt.ca/sites/enr/files/d
ocuments/gradesk_8_activities.pdf
10 Characteristic of Teacher-centered
instruction.
Available:
https://englishpost.org/characteristics-
teacher-centered-instruction/
PPP Framework: Presentation, Practice
and Production.
Available: https://englishpost.org/ppp-
method-presentation-practice-
production/
Mata, P. (2018). Detailed Lesson Plan in
Practical Research 1.
Cinco, C. (2018). Detailed Lesson Plan
in Science 10.
UNIT 4 – LEARNER- Powerpoint presentation DepEd Order No. 42 s. 2016 6 hours
CENTERED LESSON Policy Guidelines on the Daily
PLAN Lesson Preparation for the K to
12 Basic Education Program
Learning Modules
3. Steps in Preparing a Available:
Lesson Plan https://www.academia.edu/3773
7186/DAILY_LESSON_PLAN_G
Internet and web sources UIDELINES
Dela Pena, C. (2019). Detailed
Lesson Plan in Science 9.
Detailed Lesson Plan samples
Mata, P. (2018) Detailed Lesson
Plan in Practical Research 1.
Morales, A. (2019) Detailed
Lesson Plan in Mathematics 7.
 Page 11 of 12
B. Given with classroom
scenario, they will identify which
part of the lesson plan is
illustrated.
FINAL EXAMINATION 3 hours

Adapted from Philippine National Research Center for Teacher Quality Compendium 1 for Professional Education Courses

Course Requirements
1. Participation in synchronous and asynchronous discussions
2. Quizzes
3. Output presentation
4. Oral report
5. Term examinations

Evaluation Procedures: (As per approved Student Manual, p. 52)

Class Standing – 60 %
Quizzes – 30 %
Graded Oral Presentation – 20 %
Project/Assignments/Final Reports – 10 %
Term Examination – 40 %

Revision Date : ___________________

Consultation Hours : ___________________

Contact Details:

Prepared by:
 Page 12 of 12

Date Submitted : ___________________

Upon Recommendation by the Committee:

APPROVED: