DAVAO CENTRAL COLLEGE, INC.

Juan dela Cruz Street, Toril, Davao City

Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Week 11
UNIT 4: Learner-Centered Pedagogy
Topic: Structures for Facilitating Learner-Centered Teaching
(Formal/Traditional, Alternative Learning System (ALS), Non-
formal education (NFE), Informal Education (InfEd), Mobile
Teacher, Alternative Delivery modes, Modified In-school off
school approach (MIMOSA)

Learning Outcomes:
1. Select appropriate learner-centered teaching modalities,
structures on learners’ diverse needs, learning styles,
and backgrounds (i.e. linguistic, cultural, socio-
economic, and religious)

Concept Digest

Teaching Methods

The term teaching methods refers to the general principles,

pedagogy and management strategies used for classroom
instruction.
Your choice of teaching method depends on what fits you- your
educational philosophy, classroom demographic, subject area(s)
and school mission statement.

The different Structures for Facilitating Learner-Centered

Teaching are the following:
1. Formal (Traditional)
2. Alternative Learning System (ALS)

 Non-Formal Education (NFE)

 Informal Education (InfEd)
 Mobile Teacher
3. Alternative Delivery Modes (ADM)

 Modified In-School Off School Approach (MIMOSA)

1
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

What is a Formal (Traditional) Method of Learning?

Traditional methods of teaching are a thing of the past in
which teachers are the controller of the class where they teach
and take the complete responsibility of the learning
environment. All the duties and powers are vested in the
teacher and they, being the lecturer in the class, play the
role of an instructor for the students and also the decision
maker for taking the decision of what to teach and how to
teach.
For the teachers, students come to school to gain the knowledge
and information, which they gain from teachers. Teachers are
the main source of knowledge to teach students and impart
knowledge. However, for time being the methods of teaching have
been changed but the main objective remains the same i.e,
teaching.
In the classroom, a full strength of students sit together and
learn the content delivered by teachers and they master
knowledge through the practice.
Traditional methods of teaching are still followed in the
schools:
 In traditional teaching methods, classrooms are teacher-
centric.

 Teachers are the main source of knowledge in the

traditional method of teaching. They take the
responsibility of knowledge dispensers, not the
facilitators.

 In traditional teaching methods, chalk and talk methods

are highly used.

 Regimented classrooms are the focus in the traditional

method of teaching.

 As the traditional method of teaching is teacher-centric,

it shows lack of collaboration and group learning in
students. Teachers give lectures and students learn.

 In traditional teaching, the main motive of teachers is to

prepare students for exams than teach them and make them
understand the concept and syllabus. Students learn just
to pass the exam and get good results.

2
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

 There is no proper alignment that can be seen between

objectives, activities and assessments in traditional
teaching.

These are the traits of traditional teaching methods which do

not seem suitable during the era of technology. As we are in
the 21st century, it demands changes in the traditional
education and old education system to cope up with the modern
time. Teachers are now trying to apply the best method of
teaching for students to make them meet the needs of students
in a meaningful way.
Today, the scenario of the classroom has been changing,
students are no longer being treated as the target audience,
instead they take active participation in the classroom and
learning. Teachers allow them to speak and ask questions on
what they teach. Over the years, teaching styles and methods
have been changing. Traditional way of education in which
memorization and recitation methods are used has been replaced
by interactive methods.

What is Alternative Learning System?

The Alternative Learning System (ALS) is a parallel learning
system in the Philippines that provides opportunities for out-
of-school youth and adult (OSYA) learners to develop basic and
functional literacy skills, and to access equivalent pathways
to complete basic education.
A viable alternative to the existing formal education system,
ALS encompasses both non-formal and informal sources of
knowledge and skills. As a second chance education program, it
aims to empower OSYA learners to continue learning in a manner,
time and place suitable to their preference and circumstances,
and for them to achieve their goals of improving their quality
of life and becoming productive contributors to society.

Target Learners in ALS:

 Adults – Filipinos age 18 years old and above who were not
able to begin or continue basic elementary or secondary)
education in formal school

 Out-of-school children in special cases – children in the

official school age who are not enrolled in elementary or
secondary school due to special cases such as economic,
geographic, political, cultural, or social barriers,
including learners with disabilities or conditions,
indigenous peoples, children in conflict with the law,

3
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

learners in emergency situations, and other marginalized

sectors.

Learning Materials in ALS:

 The ALS primarily uses learning modules for its learners.

Each module contains learning activities, and pre- and
post-assessments. Modules for basic levels include a
facilitator’s guide, while modules for advanced levels are
designed for self- or independent learning. These are
provided by the ALS teacher to the learners.

 Supplementary materials like text and non-text modules,

self-learning instructional materials, learning activity
packages, online or digital modules, textbooks, e-modules,
or blended technology learning materials from the home or
other sources may also be used.

ALS programs are delivered in various modes such as face-to-

face, radio-based, eskwela/ computer-based or independent
learning and through INSTRUCTION..
Face to Face – Conventional way of teaching which uses
variety of strategies and different instructional/learning
materials.

Radio Based Instruction – Utilizes local community and

other modes of broadcast, the core learning modules are
transformed into radio scripts which were produced for
public broadcast.

Computer Based Instruction – Provides ICT–enhanced

educational opportunities for Filipino OSC, OSY, and OSA,
learners use ALS digitized learning modules that are
interactive and self-paced.

Independent Learning – Learners have their own choice of

flexible time in leaning, materials used by the learners
are integrated, self-instructional, self-paced, and
indigenized.

Television Instruction – Informal or unstructured way of

learning from TV episodes/shows that are informative and
are based in the curriculum competencies.

4
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Non-formal Education
A non-formal education is framed in accordance with specific
requirements of a certain skill or job. It is important to note
that non-formal education is not a substitute for formal
learning. However, it complements the formal education within
the process of lifelong learning of an individual.
Non-formal learning takes place outside formal learning
environments but within some kind of organizational framework.
It arises from the learner’s conscious decision to master a
particular activity, skill or area of knowledge and is thus the
result of intentional effort. But it need not follow a formal
syllabus or be governed by external accreditation and
assessment. Non-formal learning typically takes place in
community settings: swimming classes for small children, sports
clubs of various kinds for all ages, reading groups, debating
societies, amateur choirs and orchestras, and so on.

Characteristics of Non-formal Education

Offers flexible courses according to the abilities of the
student
It is not necessary to follow a timetable and syllabus
Enhances practical and technical skills
Caters to any age group
Students can choose from full-time or part-time learning

Informal Education ( NFED ) in ALS

Is a lifelong learning process acquired outside the formal
school system but which complements learning acquired in both
Non-formal Education ( NFE ) and Formal Basic Education
( FBE ).
With INFED being a component of ALS that complements the Non-
formal Education (NFE) component, it is able to create
opportunities for self-development based on an individual’s
declared learning interest.
Consequently, through INFED, a person is able to acquire skills
that he recognizes as his needs. Moreover, INFED responds to an
individual’s learning needs at the time and situation when it
is most needed.
Informal Education can be considered both “Life-wide” as well
as “life-long.” This means we all have various learning needs
at several of our lives. What most people learn in school are
often forgotten through disuse or they simply become obsolete.
Continuous technological development also forces one to update
their knowledge and skills. There are many things that may not
be relevant to learn at certain times but are very useful or
5
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

even critical at other times. People also expand their areas of

interests as well as change their priorities in life.

Delivery of Informal Education:

InfEd may be delivered both to the ALS learners in the
community learning centers and to community members who are not
participating in any ALS program.
The InfEd courses to be offered are based on the interests
and needs of the learners/community members themselves.

InfEd courses may be taught by the appropriate local

resource person who serves as a “guild master” or an InfEd
Learning Facilitator, an expert, a coach, or a role model
of a specific craft. It qualified, the INFED facilitator
may teach an InFed courses.

Generally, InfEd facilitators serve as

coordinators/managers who assemble the resources (person
and materials needed for the courses) as well as assist in
the accreditation of the skills acquired by the learners.

Mobile Teacher
Mobile Teachers are “specialized” teachers who live among the
people in remote barangays of the country conduct the BLP for
illiterate out-of-school youth and adults who are willing to
learn basic literacy skills and Accreditation and Equivalency
(a continuing education) for those who left formal school
system or have no access to schools.
The mobile teacher educates his learners through the aid of
technology.
Using the power of technology (laptop, projector and power
bank) makes Math, Science and English easy and more exciting
for teachers as it bolsters teaching methods, being a highly
effective visual aid for teachers and learners here.
It creates an interactive focused learning environment in the
classroom which makes the learners eager to go to school, as
even their children are attentive to the lessons.
The ALS mobile teacher delivers the mode of ALS programs and
lives among the people in remote barangays of the country to
conduct intensive community-based training for illiterate out-
of-school youth and adults who are willing to learn basic
literacy skills.

6
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

The ALS mobile teacher program of the DepEd makes education

accessible to out-of-school youths and adults who live in far-
flung barangays across the country.
It has raised the level of literacy in the target areas as well
as improves the quality of life of individuals and families in
remote and under-served communities.
This is in line with the concept of bringing education where
the learners are.
The ALS Mobile Teacher Program is an immediate response to the
demand of millions of target learners for relevant and
accessible alternative learning system.

Alternative Delivery Mode

ADM is a substitute approach for the DepEd to address the
challenges of formal education of special children and families
in need of special protection. ADM is an alternative modality
and is being done within the confines of the formal system that
allows schools to deliver education to marginalized students
and those at risk of dropping out in order to help them
overcome personal, social and economic constraints in
schooling. ADM subjects are based on the eight (8) learning
areas: Math, Sciences, English, Filipino, Araling Panlipunan,
Computer, Computer, Music and Sining Pantahanan.
ADM caters to both primary and secondary education. Three (3)
accredited modes are the following: Modified In-School and Off-
School Approach (MISOSA) and electronic Instructional
Management by Parents, Community, and Teachers (e-IMPACT) for
primary education, while Open High School Program (OHSP) for
secondary education.

Modified In-school Off School Approach

Is an alternative delivery mode of education meant to address
the problem of congestion-overcrowding due to classrooms and
teachers shortage resulting to big class size, less contact
time with pupils, absenteeism and insufficient learning
materials.
The approach makes use of Self-Instructional Materials (SIMs)
in the different learning areas which learners can work on
independently in a venue other than the regular classroom under
the supervision of a Teacher-Facilitator (TF).
MIMOSA shall be implemented for large classes with an
enrollment of fifty pupils or more in Grades IV,V and VI. Each
MIMOSA class shall be grouped into two:

7
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

The in-school group with the classroom/subject teachers

Off-school group with a teacher-facilitator using SIMs in
a separate venue.

The Roles of the Teacher and the Teacher-Facilitator

 Teachers and teacher-facilitator are expected to work

hand-in-hand throughout the implementation of MIMOSA.
 They should regularly confer with each other to ensure
that the off-school classes are synchronized.
 The teacher-facilitator gets instructions from the subject
teachers regarding the number of SIM that need to be.
 The teacher-facilitator report to the subject teacher what
transpired during each day including the attendance and
performance of the pupils.

References:
https://www.digitalclassworld.com/blog/traditional-method-of-
teaching/
https://www.deped.gov.ph/als-frequently-asked-questions/
https://depedroxi.ph/ufaqs/what-are-the-different-delivery-modes-in-
als/
https://www.coe.int/en/web/lang-migrants/formal-non-formal-and-
informal-learning
https://childhope.org.ph/importance-non-formal-education-street-
children
https://www.depedquezon.com.ph/data_files/uploaded_memo/1-bulletin-
59cafa233d1dd.pdf
https://depedroxi.ph/ufaqs/what-is-the-mobile-teacher-program-and-
who-are-the-mobile-teachers/#:~:text=Mobile%20Teachers%20are
%20%E2%80%9Cspecialized%E2%80%9D%20teachers,formal%20school%20system
%20or%20have
https://www.dswd.gov.ph/issuances/MCs/MC_2012-019.pdf
https://www.yumpu.com/en/document/read/53644250/adm-misosa-
presentationpdf