LESSON 1: LEARNER CENTERED TEACHING LESSON 2: PHILOSOPHY IN TEACHING

“Teach student how to learn, not what to learn” PHILOSOPHIES IN TEACHING

- Margaret Mead TEACHER CENTERED TEACHING

LEARNER CENTERED APPROACH ESSENTIALISM

 It prioritizes the individual student’s needs,  Is an educational philosophy that emphasizes
interests and abilities. the teaching of core knowledge and skills that
 Encourages students to deeply engage with the students need to succeed in society.
material, develop a dialogue and reflect on their  Every student should master regardless of their
progress. personal interests or abilities.
 Recognizes that each student has a unique  Essentialism advocates for a structured,
learning style and pace and it seeks to tailor the traditional approach to education.
educational experience to meet the individual
needs of each student. EDUCATIONAL AIM OF ESSENTIALISM
 Aims to empower students to become lifelong  To transmit essential knowledge and skills,
learners capable of taking responsibility for their particularly in subjects like mathematics,
learning and adapting to a new challenges. science, history, and language, which are
deemed crucial for all students to understand
PRINCIPLES OF LEARNER CENTERED TEACHING and apply.
1. Teaching is Personalized
2. Learning is Competency Based ROLE OF TEACHERS IN ESSENTIALISM
3. Learning happens anytime, anywhere
 Teachers are seen as authoritative figures and
4. Student’s take ownership
knowledge transmitters. They guide students
through a structured curriculum, focusing on the
TEACHER’S ROLE
mastery of core subjects.
1. Facilitator
2. Guide ROLE OF SCHOOL IN ESSENTIALISM
3. Coach
 The school is viewed as a place where students
learn the basics like reading, writing, arithmetic.
A PARAGIDM SHIFT
 School are expected to maintain discipline,
promote academic rigor and prepare students
Domain Teacher-centered Learner-centered for productive participation in society.
teaching Teaching
PERENNIALISM
Knowledge Give by instructors Constructed by
learners  Stresses the teaching of enduring truths and
timeless knowledge. It advocates for the study
Student Passive Active of classical works of literature, philosophy and
Participation the arts.
 The beliefs that these subjects provide
Role of Authority in the Facilitator of
Educators classroom learning enduring wisdom for all generations.

Role of Assessment for Assessment for EDUCATIONAL AIM OF PERENNIALISM

Assessment grading students ongoing feedback  To cultivate intellectual virtues and moral
wisdom. It seeks to teach students to think
Academic Individualistic and Collaborative and
Culture competitive supportive critically and to engage with the great ideas of
humanity.

IMPORTANCE OF LEARNER CENTERED ROLES OF TEACHERS IN PERENNIALISM

TEACHING  They seen as intellectual guides who lead
1. Increased motivation students in discussions of the great ideas and
2. Personalized learning work of history.
3. Improved retention  They help students grapple with fundamental
4. Greater independence questions about life, morality, and the human
5. Greater responsibility condition.
6. Enhanced creativity
7. Better engagement ROLE OF SCHOOL IN PERENNIALISM
8. Active learning
 Viewed as a place where students are exposed
to the enduring knowledge of civilizationl.
The future of education are the learners, carefully
crafted by the teachers.
 LEARNER CENTERED TEACHING ROLE OF TEACHERS IN CONSTRUCTIVISM
 A way of teaching where instead of just telling
PROGRESSIVISM students what to believe, teachers encourage
 It emphasizes learning by doing. It focuses on them to think for themselves.
Student Centered Learning, problem-solving,
and critical thinking. ROLE OF SCHOOL IN CONSTRUCTIVISM
 Progressivists believe that education should be  Emphasizes active learning, collaboration,
relevant to students lives and interests. viewing a concept or problem from multiple
perspectives, reflection, student centeredness.
EDUCATIONAL AIM OF PROGRESSIVISM
 To promote democratic values and social ASSIMILATION
responsibility. Students are encouraged to  It refers to the process of taking new information
develop critical thinking skills, learn through and fitting it into an existing schema.
hands-on activities.
ACCOMODATION
ROLE OF TEACHERS IN PROGRESSIVISM  It refers to using newly acquired information to
 Teachers are seen as facilitator who guide revise and redevelop an existing schema.
students through inquiry based learning.
LESSON 3: MEETING THE NEEDS AND PROVIDING
ROLE OF SCHOOL IN PROGRESSIVISM EFFECTIVE INSTRUCTION
 Viewed as environments where students learn
through active engagement, collaboration, and LEARNERS CONTEXT
hands on experience.
PHYSICAL ENVIRONMENT
HUMANISM  Is the overall design or layout of a classroom or
 Seeks to engage the learner for a while, where any learning center.
their intellect, feelings, social capacities, artistic
and practical skills are given attention in the CLASSROOM SEATING ARRANGEMENT
learning process.  Traditional Seating/Rows
 Rows/Columns
EDUCATIONAL AIM OF HUMANISM  Horseshoe/U-Shape
 Learners are encouraged to focus on a specific  Double Horseshoe
subject of interest for any amount of time they
choose, within reason. MOTIVATION
 Learners must be motivated and engaged in the  Initiates our actions; it is the reason behind the
material they are learning. attainment of our goals.

ROLE OF TEACHERS IN HUMANISM INTRINSIC MOTIVATION

 Provide students with a non-threatening  Self made motivation, like happiness or
environment so that they will feel secure to satisfaction.
learn.
EXTRINSIC MOTIVATION
ROLE OF SCHOOL IN HUMANISM  Tangible things like medals, trophies, cash.
 This school environment should contain
materials that children from different ages, CONTINUOUS REINFORCEMENT
characteristics, and interests could all engage  An animal/human is positively reinforced every
in. time a specific behavior occurs.
 Response rate is SLOW
CONSTRUCTIVISM  Extinction rate is FAST
 Central idea is that human learning is
constructed. FIXED INTERVAL REINFORCEMENT
 One reinforcement is giving after a fixed time
EDUCATIONAL AIM OF CONSTRUCTIVISM interval providing at least one correct response
 Encourage learners to actively construct their has been made. (EX: Every 30 min.)
own knowledge and understanding of the world  Response rate is MEDIUM
through their experiences, interactions, and  Extinction rate is MEDIUM
reflections.
FIXED RATIO REINFORCEMENT  Provide lots of tactile kinesthetic activities in the
 Behavior is reinforced only after the behavior class.
occurs a specified number of times. (EX: Every
5th Time) C3 FRAMEWORK
 Response rate is FAST  As Social Studies teachers it is our
 Extinction rate is MEDIUM responsibility to meet the students needs in
preparation for their college, career, and civic
VARIABLE RATIO REINFORCEMENT life.
 Behavior is reinforced after an unpredictable
number of times. SOCIAL STUDIES PREPARES THE NATION’S
 Response rate is FAST YOUNG PEOPLE FOR:
 Extinction rate is SLOW  Develop civic competency within learners.
 Develop skills and practices aligned with
VARIABLE INTERVAL REINFORCEMENT democratic decision making.
 Reinforcement is given after an unpredictable  Develop integration from various disciplines
amount of time has passed. such as humanities, arts, and social sciences.
 Response rate is FAST  Develop respect for diversity and social
 Extinction rate is SLOW understanding among learners.

TYPES OF LEARNERS PROVIDING EFFECTIVE INSTRUCTION

VISUAL LEARNERS INSTRUCTION

 Is providing knowledge in a systematic way.
VISUAL ICONIC
 Learn through visual imagery. CHARACTERISTICS OF EFFECTIVE INSTRUCTION
 Have good picture memory.
 Attend to pictorial detail. PLANNING INSTRUCTION
 Reads map over book.  Deciding what to teach.
 Deciding how to teach.
VISUAL SYMBOLIC  Communicating realistic expectations.
 Learn through abstract symbols such as
mathematical formulae or words. MANAGING INSTRUCTION
 Good abstract thinkers.  Identify teaching materials.
 Read book over map.  Manage classroom and schedule.

AUDIO LEARNERS DELIVERING INSTRUCTION

 Know your teaching strategies.
TALKERS  Assess your students learning.
 Prepared talking discussing.
 During discussion, they tend to whisper EVALUATING INSTRUCTION
comments to themselves.  Evaluate instruction.
 Review your teaching plan.
LISTENERS  Assess what you attained.
 Preferred listening.  Re-evaluate and proceed to next topic
 Carry on mental conversations and reviewing discussion.
on their minds what they have heard.
ELEMENTS OF EFFECTIVE INSTRUCTION
TACTILE/KINESTHETIC LEARNERS
 Preferred learning by doing. MEANINGFUL
 They have a good motor memory and  Important ideas and topic coverage is intended
coordination. for understanding, appreciation, and life
 Remembers best the things they experience. application.

TEACHING STRATEGIES INTEGRATIVE

 Allow them to take breaks during lessons to  Integrative across the curriculum.
move.
 Encourage them to write down their own notes. VALUE BASED
 Encourage to stand or move while reciting  Develop well-reasoned positions with
information or learning new material. democratic social and political values.
CHALLENGING METACOGNITION
 Students are expected to strive to accomplish  To implement the most effective and efficient
instructional goals. strategy to learn.

ACTIVE CARL ROGERS

 Interactive elicited through social  “The only person who is educated is one who
understanding. has learned how to learn and change.”

CONTROL / CONDITIONING NATURE OF LEARNING PROCESS

 The learning of complex subject matter is most
CLASSICAL CONDITIONING – IAN PAVLOV effective when it is an intentional process of
 Refers to learning that occurs when a neutral constructing meaning from information and
stimulus becomes associated with a stimulus experience.
that naturally produces a behavior.
SUCCESSFUL LEARNERS ARE:
OPERANT CONDITIONING
 A method of learning that uses rewards and ACTIVE
punishment to modify behavior. Through  They participate fully in the learning process.
operant conditioning, behavior that is rewarded
is likely to be repeated, while behavior that is GOAL DIRECTED
punished is prone to happen less.  They set clear learning objectives.

CONDITIONED STIMULUS SELF REGULATING

 A learned stimulus that can eventually trigger a  They monitor and adjust their learning
conditioned response. strategies.

CONDITIONED RESPONSE PERSONAL RESPONSIBILITY

 A learned response to a previously neutral  They take ownership of their learning journey.
stimulus that, through repeated pairing with an
unconditioned stimulus, now elicits a similar GOAL OF LEARNING PROCESS
response.  The successful learner, over time and with
support and instructional guidance, can create
LEARNER-CENTERED meaningful, coherent representation of
PSYCHOLOGICAL PRINCIPLE knowledge.

AMERICAN PSYCHOLOGICAL ASSOCIATION EFFECTIVE GOALS

 Learner Centered Psychological Principles  Specific
 Organization that has an interest in education.  Measurable
 Main professional organization of Psychology in  Achievable
United States and largest in the world.  Relevant
 Time bound
LEARNER CENTERED PSYCHOLOGICAL
PRINCIPLE CONSTRUCTION OF KNOWLEDGE
 Serve as a foundation for school redesign,  The successful learner can link new information
promoting active learning, collaboration, and with existing knowledge in meaningful ways.
continuous educational improvement.
STRATEGIC THINKING
COGNITIVE  The successful learner can create and use a
 Involves various strategies that one uses to repertoire of thinking and reasoning strategies
learn. to achieve complex learning goals.

COGNITIVE COMPONENTS THINKING ABOUT THINKING

 Attention  Higher order strategies for selecting and
 Perception monitoring mental operations facilitate creative
 Executive function and critical thinking.
 Reasoning

METACOGNITIVE - BEYOND
 Monitoring and evaluation of cognitive factors.
CONTEXT OF LEARNING
 The context of learning refers to the
environment, circumstances, and factors that
influence how learning occurs.

INTERNAL FACTORS
 Motivation
 Cognitive abilities
 Prior knowledge
 Learning style and preference

EXTERNAL FACTORS
 Culture
 Physical environment
 Technology
 Instructional practices