Ped 202 Facilitating Learner-centered Teachjing

Notre Dame of Tacurong College City of Tacurong

Course Syllabus in PED 202 FACILITATING LEARNER-CENTERED TEACHING I. NDTC VISION-MISSION AND GOALS: Vision: The Notre Dame of Tacurong College, a Catholic school, envisions to be a leading institution in Central Mindanao in terms of quality education, development programs and updated technology in consonance with its commitment to a dynamic and transformational leadership role in the society it serves. Mission: The mission of Notre Dame of Tacurong College is to produce highly competent graduates imbued with Christian and desirable Filipino values, sense of social responsibility and integrity, and to assume active leadership role in the locality and academic community through relevant and responsive programs, creative organizational strategies and pastoral collaboration with the local church. Goals: a. b. c. d. e. f. g. h.

Well-manifested NDTCian Identity Excellent Leadership and Management Excellent Academic Excellence Quality Student Activities and Performance Efficient And Effective General Services Relevant Community Development and Services Programs Conducive Learning And Working Environment Strong Research Culture

II. INSTITUTIONAL OUTCOMES FOR INSTRUCTION: NDTC graduates must be able to: a. engage in the exercise of profession in a specialized field of discipline. b. demonstrate proficiency in the application of skills and in the use of technology. c. quest for knowledge as a lifelong endeavor. d. communicate effectively both in English and Filipino. e. work independently and/or in multi-disciplinary and multi-cultural teams.

f. live out the Christian and Filipino values affecting others. g. respond willingly to local, national, and global issues and environmental concerns. h. uphold and promote the Filipino historical and cultural heritage. III. PROGRAM: BACHELOR OF ELEMENTARY EDUCATION AND BACHELOR OF SECONDARY EDUCATION IV. PROGRAM OUTCOMES: BASED ON CMO 74, S. 2017 & CMO 75, S. 2017 a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts b. Demonstrate mastery of subject matter/discipline c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments d. Develop innovative curricula, instructional plans, teaching approaches, and resources for various learners e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes g. Practice professional and ethical teaching standards sensitive to the local, national and global realities h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities V. COURSE NUMBER AND TITLE:

PED 202 FACILITATING LEARNER-CENTERED TEACHING

COURSE CREDIT/UNIT:

3 units

COURSE PREREQUISITE:

None

VI. COURSE DESCRIPTION: This course explores the fundamental principles, processes and practices anchored on learner-centeredness and other educational psychologies as these apply to facilitate various teaching-learning delivery modes to enhance learning. VII. COURSE OUTCOMES: At the end of the course, the students are able to: a. Demonstrate a deep understanding of the basic approaches to studying learning and knowledge in complex domains. b. Demonstrate a deep understanding of research and theories related to the factors affecting learning. c. Observe and reflect on the applicability of the theories to students in their local context. d. Articulate own views and ideas how students learn in different domains and the factors that influence this process. e. Appreciate, value, and respect the uniqueness in the learning of each student, and the diverse characteristics of learning within a group of students. f. Relate the various theories and research findings to their own understanding of different teaching methodologies.

g. Express some insights regarding how the design of teaching methodologies and learning activities should take into consideration the various forms of knowledge regarding child and adolescent development. VIII. COURSE REQUIREMENTS: A.

Regular Attendance The student must avoid absences beyond the allowable number of absences as specified in the Student Handbook in order not to be dropped from this subject.

B.

Grading System Midterm Percentage 10 20 30 60%

Class work: Class Recitation, Attendance Assignment Quizzes, Lesson Plans Long Examination Pre-Mid and Midterm Examination Pre-Final and Final Examination

Final Term Percentage 10 20 30 60%

40 _________ 100

Final Grade

40

/2

100%

10

C. Community Extension : Storytelling Venues: Brgy. Poblacion Day Care Centers

IX. COURSE DESIGN MATRIX TIME FRAME

DESIRED LEARNING OUTCOMES (DLO)

 Week 1

Articulate the school’s mission/vision, policies, regulations, objectives and other

COURSE CONTENT

I. Orientation A. Vision-Mission, Core Values and Outcomes

OUTCOMES-BASED TEACHING AND LEARNING (OBTL)

 

Lecturediscussion Group activity

ASSESSMENT OF LEARNING OUTCOMES (ALO) 

Question  and Answer 

RESOURCE MATERIAL

VALUES/ SOCIAL ISSUES INTEGRATION

Slide Presentation  Participation Video clips  Courtesy  Cleanliness

important concerns.

B. Student Discipline



Identify top officials of the institution.

C. Key Officials



Discuss the subject course outline, class rules and regulations, and grading system.

D. Class Rules and Regulations E. Course Outline F. Grading System

 Care  Attentiveness

Day 1

Day 2

 Define learning  Explain the different metaphors of learning.

II. Understanding Learning and Knowledge Acquisition A. Different Metaphors and Theories of Learning

 

 Interactive    

Week 2

 Identify the types and qualities of learning.

 Explains the importance of the learning objectives in designing/planning activities for the learners.  Discuss the learning objectives according to their level in the different domains.

B. Types and Qualities of Knowledge

C. Learning Objectives in the Classroom 1. Cognitive Domain 2. Affective Domain 3. Psychomotor Domain

Class discussion Group activity

discussion Buzz session Processing of group sharing PowerPoint Presentation Interactive discussion

 Group reporting  Deepening  PowerPoint Presentation  Open forum  Interactive discussion

 Quiz  Recitation

 LED TV/PC

 Internet

 Research output  Printed copy of

 Encouragement  Perceptive

instructional objectives  Board marker

ness  Social Issue: Teachers teaching in the classroom even without a lesson plan

Projector Assignment  Laptop s  Marker

research output  Quiz



Social Issue: Learning will not occur if the individual is forced to learn

Week 3

 Compare and contrast cognitive and metacognitive processes.  Enumerate the findings about people who are very competent in various areas of knowledge like mathematics or science.

 Explain how cognitive process is influenced by heredity, maturation and environment.

III. Cognitive and Metacognitive Factors in Learning

A. Cognitive Processes of Experts and Expert Systems

 Written reaction paper

 LED TV/PC

interaction and sharing of group output  Power point Presentation

 Quiz  Recitation

 Board marker

 Lecture-discussion  PowerPoint Presentation

 Quiz  Group

 LED TV/PC

 Dyads  Research work  Group

Projector

 Clarity  Fortitude  Social Issue: People who were very good at what they do just had better memory

 Explain the importance of prior knowledge in learning.

 Discuss strategies that may help activate prior knowledge.

B. Role of Prior Knowledge in Learning 1. Strategies to Develop Prior Knowledge Week 4

 Determine the analogical processes and transfer of learning.

C. Analogical Processes and Transfer of Learning

written output

Projector  Board marker

 Correct thinking  Cleverness a  Socialt Issue: i method is still Lecture o method in the best n teaching

-

 Compare and contrast the ways to promote transfer of learning.  Explain the different theories of analogy.

1. Ways To Promote Transfer of Learning

D. Learning Strategies and

 Brainstorming  Question and Answer

 Explain metacognition.  Discuss the different strategies used in developing metacognition. Week 5

 Explain the importance of the cognitive strategies in dealing with the environment and in interpreting different information.

 Discuss the main goal of instruction.  Differentiate the strategic demands on cognitive processing.

Metacognitive Processes

 Interactive

E. Cognitive Processes in Learning 1. Cognitive Strategies

discussion

 Buzz session  Processing of group

2. Strategic Demands on Cognitive Processing

 Oral recitation

 Assignment  Quiz

 Projector  Meta cards  Board

 Correct thinking  Clarity of thought

marker

sharing

Pre-Midterm Examination Week 6

 Write a detailed lesson plan  Design learning activities that

 Identify the motivational problems in learning.  Compare and contrast intrinsic motivation from extrinsic motivation.  Discuss the importance of performing the first step in enhancing student motivation in

 Written

 Lesson Plan

lesson plan



1.

considers the cognitive and metacognitive processes of learning.

Week 7

 Lecture  Lesson plan writing

F. Lesson Plan Writing

IV. Motivational Factors in Learning A. Types of Motivation 1. Intrinsic 2. Extrinsic

 Group reporting  Open forum  Deepening  PowerPoint Presentation

 Interactive – discussion

 Research output

 Quiz

 LED TV/PC Projector  Board marker

 Neatness  Proper planning



 Independence  Preparedness  Social Issue:  Whatever the cause of  students' motivation problems, they usually manifest themselves in their behavior

achievement contexts.  Discuss the connection between motivation and behavior  Evaluate the elements of a motivational system in relation to learning. Week 8

Week 9

 Gain a deeper understanding of human motivation as presented by different theories.  Discuss the different theories of motivation under each perspective.  Evaluate the impact that motivation brings to academic performance.  Apply the goal theories of learning to succeed.

 Write a detailed lesson plan considering the motivational factors in learning.  Design learning activities.

B. Motivation and Behavior

C. Motivational System

D. Theories of Motivation 1. Biological Perspective 2. Psychological Perspective 3. Humanistic Perspective

 Interactive –

 Oral

 LED TV/PC

discussion  Round robin  PowerPoint Presentation  Processing of answers

recitation  Assignment  Quiz

Projector  Cartolina  Boardmarker

 Lesson plan writing

 Written

 Lesson Plan

 Determination  Firmness  Social Issue: Teachers usually assume that students who do well in school do not have motivation problems.

E. Goal Theories

F. Lesson Plan Writing

lesson plan

 Neatness  Proper planning

Midterm Examination

Week 10

 Compare and contrast how a child learns from adolescents and from adults.  Explain preparedness and Pavlovian conditioning.

V. Developmental Dimensions of Learning A. Child vs. Adolescent vs. Adult Learning

 Group and individual  Oral

 LED TV/PC

 Willing to learn

reporting  Think-Pair-Share

recitation  Assignment  Quiz

Projector  Textbook  Board marker

Positive outlook in life  Social Issue: Environment affects intellectual growth.

 Research

 LED TV/PC

 Valuing education

output  Quiz

Projector  Textbook  Board marker

 PowerPoint Presentation  Brainstorming  Interactive Lecture

 Identify the biological predisposition to learn in privileged domains.

Week 11

 Trace the development of learning strategies.  Cite the interrelatedness of learning strategies and metacognitive processes.

B. Biological Dispositions

C. Learning Strategies and Metacognitive Processes

 Enumerate the barriers in adult learning.  Discuss the different factors how adult learners can perform well in the classroom.

D. Adult Learning

 Think-Pair-Share  Brainstorming  PowerPoint Presentation  Lecture

Week 12

 Cite social processes in learning.

 Draw/design communication

VI. Socio-Cultural Dimensions of Learning A. Social Processes in Learning

B. Communication Patterns

 Discuss how social and cultural influences occur which may affect learning.  Share ideas on why culture appears to play a role in willingness to conform to a group.

 Describe the different theories of situated learning.  Explain the argument of Lave and Wenger on learning. Pre-Final Examination

Presentation

 Open forum  Deepening  Interactive –

 Assignment  Quiz  Recitation

 LED TV/Projector  Board marker

C. Social and Cultural Influences on the Cognitive and Motivational Processes

D. Theories of Situated Learning

 Power-point presentation

 Lecture – discussion

 Good communication  Openness  Social Issue: The Way We Teach Create Behavior Disorders In Culturally Different Students

discussion

patterns.  Enumerate the types of communication patterns in learning.  Identify issues in consultation where communication patterns may mislead us .  Give the importance of communication.

Week 13

 Group reporting  Power point

 Written group research output  Result of interview  Quiz

 Loose handouts

 Conformity

 Board marker

 Cooperation  Social Issue: Obedience is a form of social influence that derives from an authority figure

Week 14

 Write a detailed lesson plan

E. Lesson Plan Writing

 Lesson plan writing

considering the socio-cultural influences of learners.  Design learning activities

Week 15

 Enumerate the different theories of intelligence that have emerged in the last 100 years.  Differentiate the different theories of learning.  Name the proponent/s of each theory and his/their view/s of intelligence.

 Identify the numerous theories that

VII. Individual Differences in Learning A. Theories of Intelligence

 Group reporting  Interactive

 Quiz  K-W-L chart

discussion  Open forum

 Neatness  Proper planning

 LED TV/Projector  Textbook  Loose

 Acceptance  Uniqueness  Social Issue: The

handouts

1. Triarchic Theory of

 Board marker

Intelligence 2. Multiple Intelligence 3. Emotional Intelligence

B. Theories of Styles

 Venn diagram  Presentation and critiquing of outputs

 Power point

 Enumerate Kolb’s experiential

Presentation 1. Kolb’s Experiential Learning (Learning Style) Theory

 Show the relationships between Kolb and other

 Lesson Plan

lesson plan

have emerged to define, explain and predict human learning styles.

learning theory (learning style) theory.

 Written

2. Honey and Mumford's Variation on the Kolb

 Lecture-discussion of the lesson

 Quiz  Venn diagram

 LED TV/Projector  Board marker

standard definition of what exactly constitutes intelligence

 Uniqueness  Recognition  Belonging  Social Issue: No two persons are the same

behavioural/personality theories.

Week 17

Week 18

 Cite ways to motivate students with special needs to learn.  Work with students with special needs.  Show consideration of the plight of students with special needs.  Design a program to be able to meet the needs of students with special needs.

 

Write a detailed lesson plan considering students with special needs. Design learning activities.

System

C. Students with Special Needs D. Diversity in Learning

E. Lesson Plan Writing

 Library research work  Engaging with students with special needs  Sharing of researched ideas  Program designing

 Lesson plan writing

 Quiz  Research output

 Written lesson plan

 Research output  Observation output  Board marker

 Respect  Uniqueness

 Copy of instructional objectives  Lesson Plan

 Neatness  Proper planning

Final Examination X. OTHER REFERENCES Aquino, A. (2015) Facilitating Human Learning, Rex Bookstore., Quezon City, Metro Manila. Lucas, M.R. & Corpuz, B. (2014) Facilitating Learning: A Metacognitive Process. Lorimar Publishing, Inc., Quezon City. NDTC Student Handbook 2018 ed. Blackburn, B. & Witzel, B. (eds.) (2014). Rigor for students with special needs. Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN;711 Third Avenue, New York, NY, 10017, USA. Fleetham, M. (2014). Pocket Pal: Multiple intelligences. Bloomsbury Publishing PLC, 1385 Broadway, New York, NY 10018, USA. Friend, M. & Bursuck, W. (2011). Including students with special needs:A practical guide for classroom teachers. Pearson Education, Inc., Upper Saddle River,New Jersey 07458. Himmele, P. & Himmele, W.(2011) Total participation techniques: Making every student an active learner. ASCD, 1703 N. Beauregard St., Alexandria, VA 22311-1714 USA.

Milana, M., Webb, S., Holford, J., Waller, R. & Jarvis, P. (eds.) (2018). The palgrave international handbook on adult and lifelong education and learning. Macmillan Publishers Ltd., 4 Crinan Street, London, N1 9XW, United Kingdom. Van den Bossche, P., Gijselaers, W.H. & Milter, R.(2013). Facilitating learning in the 21st century: Leading through technology, diversity and authenticity. Springer Science+Business Media Dordrecht.

http://www.google.com.ph/#hl=fil&tbo=d&sclient=psy-ab&q=theories+of+intelligence+power http://www.ndt-ed.org/TeachingResources/ClassroomTips/Diversity.htm http://www.ehow.com/way_5461091_metacognitive-learning-strategy.html Designed by:

Noted:

PAZ M. BELEÑO Subject Instructor

PAZ M. BELEÑO Subject Area Chair/Program Head

MELODY A. ZARAGOZA, Ed.D Dean, CAS-Ed