PCED103 Facilitating Learner Centered Teaching

PCED103 Facilitating Learner Centered Teaching of 10

CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON FACILITATING LEARNER-CENTERED TEACHING

Course No. PCED103 Course Descriptive Title : Facilitating Learner-Centered Teaching

No. of Units: 3 Units No of Hours : 54 Hours

Pre-requisites: PCED101

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 researches can be used to effectively facilitate the learning processes among

learners.

Curriculum Mapping:

CILO Course Intended Learning Outcomes:

1 demonstrate a deep understanding of the basic approaches to studying learning and knowledge in complex domains (CEEGA C2)

2 demonstrate a deep understanding of research and theories related to the factors affecting learning (CEEGA 2)

3 observe and reflect on how the various learning theories and principles apply to the learners in the Philippine context. (CEEGA 2, and 5)

4 relate the various theories and research findings to different Learner-centered teaching approaches, methods and techniques, (CEEGA 1, 2, and 5)

5 Apply learner-centered principles in the teaching-learning process. (CEEGA 2, and 4)

6 demonstrate appreciation and respect of the uniqueness of the individual learners and individual learning process, and the unique dynamics that occur in

the learning process within a group of learners. (CEEGA 2, 3, and 5)

CEU VISION – MISSION STATEMENT

UNIVERSITY PHILOSPHY Ciencia y Virtud( Science and Virtue) UNIVERSITY VISION To be the University of First choice UNIVERSITYMISSION

CENTRO ESCOLAR EXPECTED GRADUATE ATTRIBUTES (CEEGA)

LIFELONG LEARNER •Learns and works independently as well as collaboratively. •Translates knowledge generated from research and other sources to improve quality of life. •Creates new ideas to better understand society •Evaluates own thinking, behavior and spirituality for self-growth REFLECTIVE AND CREATIVE THINKER

EDUCATION PROGRAM OBJECTIVES The education graduates are expected to become: E – Excellent teachers with high regard for Science and Virtue (PPST Domain 1) D – Dynamic designers of appropriate learning environments (PPST Domain 2) U – Understanding educator of diverse


To promote a brighter future for our students, for the Philippines and for the world. CEU CORE VALUES V - Valuing others, caring for them and empowering them A - Accountability, integrity and trust worthiness L - Lifelong learning as individuals and as an organization U - Unity, teamwork and loyalty E - Excellence in all endeavors S - Social responsibility as citizens of the Filipino nation andof the world

•Thinks critically and creatively. •Open-minded. •Solves problems systematically. •Loves art and shows artistic sensibility. CARING AND TRUSTWORTHY CITIZEN •Values people and acts in unity with others. •Commits to social justice and principles of sustainability and respect for diversity. •Practices good stewardship and accountability. •Manifests social responsibility by helping improve conditions of those who have less in life or circumstance. PROFICIENT COMMUNICATOR •Articulates ideas clearly for varied purposes and audiences of diverse culture. •Listens attentively, engages in meaningful exchange and shares knowledge, values, attitudes and intentions. •Utilizes effectively appropriate media and information technologies. COMPETENT AND PRODUCTIVE PROFESSIONAL •Initiates, innovates better ways of doing things and accountability. •Promotes quality and productivity.

learners (PPST Domain 3) C – Creative and critical implementers of relevant and responsive curriculum (PPST Domain 4) A – Adept in various types of assessment (PPST Domain) R – Responsible partners of different stakeholders in the community (PPST Domain 6) E – Enthusiastic and engaged lifelong- Learners (PPST Domain 7)

Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES

PROGRAM OUTCOMES CILO

1 CILO

2 CILO

3 CILO

4 CILO

5 CILO

6

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)

/

Intended Learning Outcomes Content Teaching Learning Activities Time Allotment

Assessment

Explain the process of metacognition

Apply the metacognitive strategies in one’s learning process

Apply strategies to become at expert learner

Part 1 Introduction 1.1 Metacognition

Students will answer a study habits questionnaire to practice metacognition

Students will prepare a metacognitive game plan on how to apply metacognition to improve their own learning processes

Students will conduct a metacognitive observation

Students will write a five-minute reflection.

3 Quizzes, Rubric for metacognition plan Rubric for observation activity Rubric for reflection

Advocate the use of the 14 principles in the teaching learning process

Apply the 14 principles in creating a learning environment that promotes fairness, and is a safe and conducive

1.2 Review of Learner -Centered Psychological Principles

Students will prepare an advocacy infographic about how the 14 principles are applied in the classroom


3 Quizzes, Rubric for the infographic Rubric for reflection

Part 2 Focus on the Learner


Draw implications of developmental theories on the teaching learning process

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

Students will prepare graphic organizers highlighting the main concepts and principles of the theories

Students will write a five-minute reflection

6 Quizzes, Rubric for graphic organizer

Rubric for reflection papers

Apply knowledge of learning styles, multiple intelligences and learners’ needs to plan differentiated learning

Use people first language in special education

I.2 Student Diversity I.2.1 Individual Differences I.2.2 Learning Styles and

Multiple Intelligences I.2.3 Learners with

exceptionalities

Students will present their insights about individual differences through creative work: a song, poem, jingle, slide presentation

Students will answer a learning style inventory to know about their own learning styles

Students will prepare a set oflearner-centered learning plans with corresponding multiple intelligences activities

Students will make a compilation of teaching strategies based on the different thinking/learning styles and multiple intelligences

Students will write and speak statements using people-first language


3 Quizzes, Rubric for creative work Rubric for learner-centered learning plan Rubric for reflection

Part 3 Focus on Learning


Apply behaviorist principles in giving feedback and reinforcement Cite examples of how the laws if learning are used in learning situations

3.1 Behaviorist Perspective

3.1.1 Pavlov 3.1.2 Skinner 3.1.3 Watson 3.1.4 Neobehaviorism- Tolman and Bandura

Students will observe adult-child interactions and record stimulus-response consequence patterns

Students will make a simplelearner-centered lesson plan and identify at which points the primary laws can be applied with the learners

Students will make a poster of personal messages or reminders to teachers for each of the key concepts of Purposive behaviorism and social learning theory

3 Quizzes, Rubric for learner-centered learning plan Rubric for observation activity

Rubric for poster Rubric for reflection

Describe the different Gestalt principles

List ways of applying gestalt psychology in the teaching-learning process

3.2 Cognitive Perspective 3.2.1 Gestalt Psychology

Student will make a learner-centered learning plan with annotations identifying gestalt principles applied by the teacher in different learning activities.


1.5 Quizzes, Rubric for learner-centered learning plan

Rubric for reflection

Describe the processes involved in acquiring, storing and retrieving knowledge

Cite the educational implication of the information processing theory

3.2.2 Information Processing Theory

Student will write an essay about teaching implications for each of the steps in information processing


1.5 Quizzes, Rubric for essay Rubric for reflection

Describe the development of the child’s ability to represent knowledge

Explain how the spiral curriculum works

Demonstrate appreciation of discovery learning as a teaching strategy

3.2.3 Bruner’s Constructivist Theory

Students will recall and make a list of topics that they studied in elementary, then again in high school and in college. They will compare and contrast how these topics were discussed in the different levels

Students will prepare a learner-centered learning plan on a topic with annotations describing how these topics can be presented involving the enactive, iconic and symbolic representations

3 Quizzes,

Rubric for learner-centered learning plan


Students will choose a topic prepare a learning plan using discovery learning.



Explain Ausubel’ssubsumption theory

Determine the uses of graphic organizers

Use advance organizers for a topic presentation

3.2.4 Ausubel’s Meaningful Learning

Students will collect samples of different kinds of graphic organizers

Students will read a chapter about a topic related to their specialization and will prepare an advance organizer about it.


3 Quizzes, Rubric for Graphic organizers


Explain Gagne’ conditions of learning

Make a teaching sequence using Gagne’s instructional events

Articulate the benefits of using Gagne’s principles in teaching

3.2.5 Gagne’s Events of Learning

Students will choose a topic of their interest and make a learner-centered learning plan sequence using Gagne’s instructional events

3 Quizzes, Rubric for learner-centered learning plan Rubric for reflection paper

Explain the role of constructivism in facilitating learning

Describe strategies that promote knowledge construction

Describe strategies that promote concept learning

3.3. Cognitive Processes 3.3.1. Constructivism: Knowledge Construction

Students will choose a topic and prepare a learner-centered learning plan applying the constructivist principles to teach the topic

Students will identify the characteristics of a constructivist teacher and express these in creative work: writing a poem, drawing or a photo/clip art essay


3 Quizzes, Rubric for learner-centered learning plan Rubric for creative work Rubric for reflection


Determine effective ways to foster effective transfer of learning

3.3.2. Transfer of learning Positive transfer Negative transfer Near transfer Far transfer

Students will choose a topic and prepare a learner-centered learning plan with annotations describing strategies that will lead to effective transfer of learning


3 Quizzes, Rubric for learner-centered learning plan Rubric for reflection

Formulate SMART objectives based on Bloom’s taxonomy

Apply questioning techniques based on Bloom’s taxonomy

3.3.3 Bloom’s Taxonomy and Facilitating Learning

Students working in dyads will choose a topic to work on. Student A will write lesson objectives, while student B will write questions leading to the objectives given by A.


3 Quizzes, Rubric for learning objectives and questions


Explain the four criteria of creativity

Practice creative thinking

Apply problem solving skills

3.3.4 Problem Solving and Creativity

Students will download problem solving activities and work on them. They will then analyze aspects or criteria of creative problem solving were necessary to solve the problems

Students will prepare a learner-centered learning plan applying creative thinking and problem solving skills


3 Quizzes, Rubric for analysis paper Rubric for learner-centered learning plan

Rubric for creative work Rubric for reflection


Part 4 Focus on Classroom Processes

Describe the social and factors that affect student motivation

Cite examples of extrinsic and intrinsic motivation

4.1 Motivation Students will answer a questionnaire to have insight into their own motivational levels.

Students will collect motivational quotations and analyze the possible motivational theory related to the quotation

Students will interview fellow students on statements related to their motivation and analyze which motivational theory is illustrated by each statement. Students will submit a written report on this.


3 Quizzes, Rubric for analysis paper Rubric on written report Rubric for reflection

Identify the purposes of assessment

Explain the researched-based principles of assessment for learning

Demonstrate appreciation of assessment as a process to both evaluate and facilitate learning

4.2 Assessment of Learning Students will undergo the process of doing self-assessment through a pre and post-test activity.

Students will have a round robin discussion on the principles of assessment for learning


3 Quizzes, Rubric for reflection

Synthesize the main principles and concepts learned in facilitating learning

Synthesis of topics discussed Students will write a synthesis to highlight the main principles and concepts learned in the course, using the 14 learner-centered principles as framework.


3 Rubric for synthesis

Rubric for reflection paper

Course Requirements: Prepare a metacognitive game plan

Reflection papers

Metacognitive observation

Prepare graphic organizers

Present their insights about individual differences through a song, poem, jingle, slide presentation Prepare a set of learning activities with corresponding multiple intelligences activities

Compilation of teaching strategies based on the different thinking/learning styles and multiple intelligences


Observation

Prepare a simple lesson plan

Collection of different kinds of graphic organizers Prepare a lesson sequence using Gagne’s instructional events Collection of motivational quotations and analyze the possible motivational theory related to the quotation

Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam

References: Printed: (2011) Annual editions: educational psychology 10/11. 25th ed. New York: McGraw-Hill.

Beaty, Janice J. (2014) Preschool appropriate practices: environment, curriculum, and development. 4th ed. Belmont, CA: Wadsworth Cengage.

Bodrova, Elena and Deborah, Leong (2007) Tools of the Mind: The Vygotskian Approach to Early Childhood Education. USA: Pearson Education, Inc.

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: Lorimar Publishing, Inc.

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.

Mertens, Donna M. (2015) Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Fourth

edition.

Motivational dynamics in language learning. 2015

Mujis, Daniel and Reynolds, David (2011) Effective Teaching 3rd Edition. Sage Publications.


Ormrod, Jeanne Ellis. (2011) Educational psychology: Developing Learners. 7th ed. Boston: Pearson.

Oon-Seng, T., Yen-Leng, S., Kek-Joo, L., Bee-Leng C., Tuckman, W. Monetti, D. (2017). Educational Psychology. Australia: Cengage Learning

Santrock, John W. (2011) Educational psychology. 5th ed. New York: McGraw-Hill.

Schunk, Dale H. (2012) Learning Theories: An Educational Perspective. 6th Ed. Boston: Pearson Education.

Snowman, Jack. (2016) Psychology applied to teaching. 14th ed. Australia: Cengage Learning.

Vega, Violeta A. (c2012) Facilitating learning. Revised ed. Mandaluyong City: Books Atbp.

Woolfolk, Anita. (2013) Educational Psychology. 12th ed. Boston: Pearson.

Electronic: www.naeyc.org

www.acei.org

Prepared by:

(Sgd.) Maria Rita D. Lucas, LPT, Ph.D.

Faculty

Date:

July 15, 2019

Approved by: (Sgd.) Maria Rita D. Lucas, LPT, Ph.D.

Dean, SELAMS

Date:

July 15, 2019

PCED103 Facilitating Learner Centered Teaching

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