STUDENT-CENTERED

LEARNING CLIMATE

CHERRY GRACE D. AMIN

 STUDENT-CENTERED
LEARNING CLIMATE
The Department of Education is committed to
providing a quality system of public education.
DepEd is implementing a teacher education and
development program (TEDP) that seeks to
conceptualize education programs and concludes
when a teacher reaches retirement from formal
service. The TEPD addresses each stage of this
continuum as an integrated part that is linked
closely to preceding and ensuring elements.
 STUDENT-CENTERED
LEARNING CLIMATE
One key element in the Program is the
establishing of a set of National Competency-
Based Teacher Standards (NCBTS) so that
teachers, pupils and parents are able to
appreciate the complex set of behaviors,
attitudes and skills, in order to carry out a
satisfactory performance of their roles and
responsibilities.
 STUDENT-CENTERED
LEARNING CLIMATE
The framework is divided into seven (7)
domains that represent the desired features of the
teaching and learning process.
The Seven Domains Are:
1. Social Regard for Learning
2. The Learning Environment
3. The Diversity of Learners
4. Curriculum
5. Planning, Assessing and Reporting
6. Community Linkages
7. Personal Growth and Professional Development
 1. SOCIAL REGARD FOR
LEARNING
The Social Regard for Learning focuses on
the ideal that the teachers serve as positive
and powerful role models of values. The
pursuit of learning and the effort to learn, the
teachers actions, statements, and different
types of social interactions with students
should exemplify this ideal.
 Desired Teaching
Performance
Observe the following among your teachers:
1.1. Acts as a positive role model for students
1.1.1. Implements school policies and procedure
1.1.2. Demonstrates punctuality
1.1.3. Maintains appropriate appearance
1.1.4. Is careful about the effect of ones behavior
on students
1.1.5. Shows respect for other persons and their
ideas
 The following are ways by which a high social and
academic expectations for learners can be established
in your school:
1. Benchmarks School Performance
Benchmarking is learning from the best schools in
terms of performance and achievements.
2. Establishes and models high social and
academic expectations for all
Discovers what high social and academic
expectations are and then establishes such in your school.
 The following are ways by which a high social and
academic expectations for learners can be established
in your school:

3. Creates an engaging learning environment

A SH must provide and create a learning
environment which is conducive to learning which would
motivate learners to participate and be engaged in all
learning activities.
 The following are ways by which a high social and
academic expectations for learners can be established
in your school:
4. Participates in the management of learner
behavior within the school and other
school related activities done outside the
school
The SH should assist teachers in the management of
learners behaviors by participating or observing activities
being done in school and even in other school related
activities done outside the school.
 The following are ways by which a high social and
academic expectations for learners can be established
in your school:

5. Supports learners desire to pursue further

learning
The SH should provide facilities like libraries or
learning centers as well as computers so that learners who
want to know more about when they are learning will
have access to such facilities.
 The following are ways by which a high social and
academic expectations for learners can be established
in your school:

6. Recognizes high performing learners and

teachers, supportive parents and other
stakeholders
The SH should think of a special day for the
recognition of high performing pupils/ students as well as
outstanding teachers and supportive parents and other
stakeholders.
 2. LEARNING ENVIRONMENT
Desired Teaching Performances
2.1. Creates an environment that promotes
fairness
Maintains a learning environment of courtesy
and respect for different learners
2.2. Makes the physical environment safe and
conducive to learning
 2. LEARNING ENVIRONMENT
Desired Teaching Performances
2.3. Communicates higher learning expectations to each learner

2.3.1. Uses individual and cooperative learning activities to

improve capacities of learners for higher learning
2.3.2. Encourages learners with a variety of learning
experiences
2.3.3. Provides learners with a variety of learning experiences
2.3.4. Provides varied enrichment activities to nurture the
desire for further learning
2.3.5. Communicates and maintains high standards of learning
performances
 3. Diversity of Learners

Handles strategically different kinds of

learners
Responds to different learning needs with
timely, appropriate and consistent
monitoring of learning improvement through
various techniques and strategies
One innovative assessment which a SH
may encourage teachers to use is:
Portfolio Assessment
Portfolio
- Collection of students learning experiences
assembled over time.
- An expanded definition of assessment in
which a wide variety of indicators of learning
gathered before, during and after
instructions.
One innovative assessment which a SH
may encourage teachers to use is:
Portfolio
Purpose
1. Monitor student development
(formative)
2. Assess student achievement
(summative)
3. Determine students grades
PLANNING ASSESSING AND REPORTING
Planning, assessing and reporting refers
to the alignment of assessment and planning
activities. In particular, the domain focuses on the
1. use of assessment data to plan and revise
teaching-learning plans,
2. the integration of assessment procedures in
the plan and implementation of teaching-
learning activities, and
3. Reporting on learners actual achievement and
behavior.
 NEW MODELS OF ASSESSMENT
Concept mapping
Creative Assessment
Journals and Oral Interview
Practical Assessment
Problems Tests
Self-Evaluation
 Assessment tools-for Assessment for
Learning (AfL)
Anecdotal records
Case studies
Checklist
Rating scales by students
Questionnaires
Rating scales by teachers
Portfolios
 Assessment tools-for Assessment for
Learning (AfL)
Simulations and role plays
Journals
Rubrics
Research reports
Physical models
Artistic representation
4. Creating a Safe and Child-Friendly
Environment
A safe and child-friendly school
environment can be collaboratively
created by internal and external
stakeholders. One project which a school
can successfully implement is the child-
friendly school system (CFSS).
 Child-Friendly School System (CFFS)
The Child-Friendly School System is a project of the
United Nations Childrens Fund (UNICEF) and the
Department of Education (DepEd). The project
underscored the need of child-friendly schools and
desired outcomes for the children, as follows:
- To be healthy, well-nourished, and free from
exploitation and violence and from labor which
interferes with learning
- To be aware of their rights and have opportunities
to realized them
Child-Friendly School System (CFFS)
- To be able to protect themselves and
develop their full potential
- To be able to participate in decisions
which affect their lives in accordance
with their evolving capacities
- To respect diversity, practice equality,
and resolve differences without
inclusive and gender sensitives, and
protective of the rights.
In the end- of- the-project the CFSS as a nationwide
project was able to accomplish the following:
- Child-friendly schools, are being seen by
teachers, parents and students as more
conducive to learning, with increased
activities engaging more active participation
among students.
- Teachers have modified their teaching style
and methodologies to fit the childs
development and learning stages; a
achievement level have gone up by as much
4% in some schools.
In the end- of- the-project the CFSS as a nationwide
project was able to accomplish the following:

- Teachers have also become more

active as agents for child
protection
- Parents become more involved in
school activities.
In the end- of- the-project the CFSS as a nationwide
project was able to accomplish the following:
- There is more evidence of joint school-
community interventions to address
poverty-related problem of children
which affect schooling.
- Presumably as a consequence of all these,
students have demonstrated positive
behavioral changes. Their participation has
been enhanced, and absenteeism has
decreased.
The classroom as a Physical Environment
or Social Environment
Safety
In arranging the physical learning
environment, students safety must be a primary
consideration. Common sense and thoughtful
planning must guide decisions regarding furniture
placement, the design of traffic patterns, storage of
equipment and supplies, and other safety
considerations.
Learning Environment
SH should see to it that teachers:
1. Foster involvement and cooperation in
all classroom activities
- Includes reading, taking notes,
participating in group work, taking part in
class discussions, participating in games and
producing materials.
Learning Environment
SH should see to it that teachers:
2. Establish a productive working
environment
- Must be conducive to learning.
 Components of a Learner-Centered
Environment
Classroom Organization
- Supports and reflects a learner-centered
philosophy
-The arrangement promotes learner
independence and facilities a variety of
instructional strategies and learning
styles.
 Components of a Learner-Centered
Environment
Classroom Organization
- Traffic patterns allow learners unrestricted
access to centers, books, media, technology,
computers, materials and supplies without
disrupting other students.
- Space is utilized fully, lighting, temperature,
and aesthetics contribute to a comfortable
learning environment.
 Components of a Learner-Centered
Environment
Furnishing
- Chairs are arranged around tables to
facilitate interactions among
learners.
- Comfortable work areas
accommodate a variety of learning
styles.
 Components of a Learner-Centered
Environment
Location of Teacher
-The teacher can be found working with, observing, and
listening to students.
Class Discussion
- Students talk directly to one another, rather than only to
the teacher in response to specific questions.
- The emphasis is on thoughtful exploration of complex
issues.
-Students ask questions as often as teacher does.
 5. Providing Opportunities for School Community to
Collaborative, Develop Leadership and Shared
Responsibility for Student/ Pupil Outcome
Chapter 1 Section E (10) of R.A. 9155
emphasizes the need for school heads to
establish school and community networks,
encourage the active participation of teacher
organizations, non-academic personnel of
public schools, and parents-teachers-
community associations.
Areas of participation which a SH can
provide are the following:

Quality Curriculum Development

Relevant and needs-based curriculum and
high level of instruction enable all children to
meet a challenging academic standards and use
all of the community assets as resources for
learning.
Areas of participation which a SH can
provide are the following:

Remediation and Enrichment Classes

Involve parents and retired teachers in the
school reading Remediation and Learning
Enrichment Programs.
Areas of participation which a SH can
provide are the following:

Youth Development Programs

Young people develop their skills and
talents, form positive relationship with peers
and adults, and serve as resources to their
communities.
Areas of participation which a SH can
provide are the following:

Learning at Home
Involves families with their children on
homework and other curriculum related
activities and decisions.
Areas of participation which a SH can
provide are the following:

Student Assemblies
Student gatherings where issues and
concerns that affect their education are
discussed and their voice heard by the internal
stakeholders.
Areas of participation which a SH can
provide are the following:

Community Services
Students use skills learned in school to
provide varied services to the community.
 6. Community Linkages
The domain of Community Linkages
focuses on the idea that classroom activities
are meaningfully linked to the experiences
and aspirations of the students in their homes
and communities, particularly as these links
help in the attainment of the curricular goals.
Community Linkages
Desired Teaching Performance
As school head, see to it these activities are
done by the teachers with your permission and
guidance.
Establishes learning environments that respond
to the aspirations of the community
-Involves community in sharing accountability
for the learners achievement
- Uses community resources (human, material)
to support learning
Community Linkages
Desired Teaching Performance
-Participates in community activities that
promote learning
- Uses community networks to publicize school
events and achievements
- Encourages students to apply classroom
learning to the community