COURSE OUTLINE

FACILITATING LEARNER-CENTEREDTEACHING

COURSE TITLE: FACILITATING LEARNER-CENTEREDTEACHING

COURSE CODE: PROF ED 4

COURSE DESCRIPTION

This course deals with both the classic and contemporary theories and research on the
cognitive, metacognitive, socio-cultural, and individual difference factors that impact on
teaching-learning process. It covers. It emphasizes the metacognitive skills that preservice
teachers need to acquire to become expert learners. It focuses on application of learner-
centered principles in the various aspects of the teaching-learning process. A reflective
component is infused in each of the topics to direct the students to think about how their
learnings from the theories and research can be used to effectively facilitate the learning
processes among learners.

COURSE LEARNING OUTCOMES:

1.)Apply the rootedness of education in philosophical, socio, cultural , historical, psychological and
political contexts (PPST 1)
2) Demonstrate mastery of subject matter/ discipline ( PPST 1)
3) Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments (PPST 3)
4) Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners (PPST 4)
5) Apply skills in the development and utilization of ICT to promote quality , relevant and
sustainable educational practices (PPST 4)
6) Demonstrate a variety of thinking skills in planning, monitoring assessing and reporting learning
processes and outcomes (PPST 5)
7) Practice professional and ethical teaching standards sensitive to local, national and global
realities (PPST 7)
8) Pursue lifelong learning for personal and professional growth through varied experiential and
field based opportunities (PPST 7)

COURSE CONTENT:

1.Part 1 Introduction 1.1 Metacognition

1.2 Review of Learner - Centered Psychological Principles

I.1 Review of theories relevant to the Learners’ development

I.1.1 Piaget
I.1.2 Erikson
I.1.3 Vygotsky
I.1.4 Kohlberg
I.1.5 Bronfenbrenner
I.2 Student Diversity
I.2.1 Individual Differences
I.2.2 Learning Styles and Multiple Intelligences
I.2.3 Learners with exceptionalities

3.1 Behaviorist Perspective

3.1.1 Pavlov 3.1.2 Skinner
3.1.3 Watson
3.1.4 NeobehaviorismTolman and Bandura

3.2 Cognitive Perspective

3.2.1 Gestalt Psychology

3.2.2 Information Processing Theory

3.2.3 Bruner’s Constructivist Theory

3.2.4 Ausubel’s Meaningful Learning

3.2.5 Gagne’s Events of Learning

3.3. Cognitive Processes

3.3.1. Constructivism: Knowledge Construction
3.3.2. Transfer of learning Positive transfer Negative transfer Near transfer Far transfer

3.3.3 Bloom’s Taxonomy and Facilitating Learning

3.3.4 Problem Solving and Creativity

4.1 Motivation

4.2 Assessment of Learning

Synthesis of topics discussed

References:

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Bohlin, Lisa. (2012) EdPsych: modules. 2nd ed. Boston: McGraw-Hill.
Crowther, Ingrid (2007) Creating Effective Learning Environments 2nd Edition.Thomson Nelson.
Ee, Jessie. (2009) Empowering Metacognition through Social-Emotional Learning. Cengage Learning.
Singapore.
Ghaye, Tony (2011) Teaching and Learning through Reflective Practice 2nd Edition. Routledge.
Kostelnik, Marjorie (1993) Developmentally Appropriate Programs in Early Childhood Education. New York:
MacMillan.
Lawson, Karen. (2016) The trainer's handbook. Fourth edition.
Lucas, Ma. Rita and Corpuz, Brenda (2011) Facilitating Learning: Metacognitive Process. Published:
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Lucas, Maria Rita D. (2014) Facilitating learning: A Metacognitive process. 4th edition.
Mayer, Richard E. (2011) Applying the science of learning. Boston: Pearson Education.
McDevitt, Teresa M. (2013) Child development and education. 5th ed. Boston: Pearson.
McIntosh, Paul. (2010) Action research and reflective practice: creative and visual methods to facilitate
reflection and learning. London: Routledge.
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quantitative, qualitative, and mixed methods. Fourth edition.