SAMPLE REFLECTION JOURNAL ON LEARNER-CENTERED TEACHING

Education is the cornerstone of both individual and societal advancement.

The old, one-size-fits-all method of education is proving ineffective at preparing
pupils for the challenges of the future as the world continues to change quickly.
On the other hand, learner-centered teaching puts the student at the center of
the educational process, encouraging them to take an active role in their
learning experience.
FIRST QUARTER
I used a guided learning strategy in my instruction during the first
quarter. Because of the educational hiatus caused by the pandemic, learners'
current level of learning does not match their current level, necessitating close
supervision of their activities. The guided learning approach, as defined as a
learner-centered mindset, blends teacher-led instruction with student-centered
activities. It entails giving systematic support and guidance to learners
throughout the learning process. Lessons are presented in a spiral format,
instructions are simplified, and step-by-step instructions are provided. Grade 4
in particular is a transitional stage in primary schooling.
SECOND QUARTER
During the second quarter, I focused on explicit instruction, particularly
in Math and English. Explicit instruction is a systematic and structured teaching
technique in which instructors deliver knowledge, strategies, or skills to students
in a clear and direct manner. Explicit instruction seeks to make complicated
concepts or abilities more accessible to students by breaking them down into
manageable chunks and offering clear, explicit assistance throughout the
learning process. I always make certain that the learning objectives are clearly
established at the start of the session so that the learners have a clear picture
of what will happen. Furthermore, I employed think-aloud for concepts that they
could find unclear. In this part of the lesson, I demonstrated to my pupils how to
approach an issue or assignment, make judgments, and solve problems. I also
guided my pupils through practice exercises, allowing them to use the newly
taught skill or approach in a safe atmosphere.

THIRD QUARTER
As the school year progressed and I observed that my students were
gradually adapting to their current stage, I gradually engaged them in activities
that would encourage them to reflect on what they were learning and how well
they were learning it. I provided timely feedback on all of their outputs and