Learner-Centered Teaching: Pedagogical Approaches and Learning Theories, Lecture notes of Law

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Facilitating Learner

Centered Teaching

MODULE FOR CHED ROXI- PROJECT WRITE

SY 2020-

August 1, 2020 Project WRITE XI: An Easy Guide for Course Pack making And Module Development This document is intended for the course pack team members of PROEJCT WRITE for use in the write shop. THE FINAL COURSE PACK COVER DESIGN AND PUBLICATION FORMAT WILL BE GIVEN AS SOON AS IT IS ALREADY APPROVED BY THE PROJECT TEAM.

August 1, 2020 TEMPLATE 1: Course Specification Team Leader: Dr. Michelle Y. Acledan Members: Dr. Cyril Mamocod Dr. Marivic Neri Dr. Mona Chagas Dr. Michael Carillo Dr. Bryan Cancio Dr. Christina Chavez Dr. Avesma Bentayao Dr. Ada Namoc Dr. Angilly Librea Course Title Facilitating Learner Centered Teaching Course Description This course explores the fundamental principles, process and practices anchored on learner centeredness and other educational psychologies as these apply to facilitate teaching learning delivery modes to enhance learning. Units / Credit Equivalent 3 Course Outcomes In this course , you are expected to achieve the following outcomes of learning:  Explain the cognitive, affective, and motivation factors that facilitate the process of learning  Discuss learning theories that support the need for a learner-centered approach to teaching  Design an instructional plan that reflects the application of learner-centered principles  Create a classroom management plan that reflects the principles of an inclusive learning environment. Learning Outcomes At the end of the lessons, you are expected to:  Discuss the principles of a student-centered teaching

August 1, 2020 TEMPLATE 2: Course Pack Structure ( This template must be accomplished after the team approves Template 1. A very important step in competing this template is the decision of the team to cluster the Intended Learning Outcomes in order to make decision as to the number of modules in a course pack. This also serves as basis in assigning writers for each module and lessons. This template can help avoid overlapping of topics and/or outcomes and must be deliberated and agreed upon by the team as the concept map of the entire course .) Modul e Intended Learning Outcomes Lessons Writer 1 Apply principles of learner –centered teaching in planning instructional activities for students 1.1 Introduction to LCT 1.2 LCT Approaches 1.3 Learning Theories 1.4 Outcomes of Teacher Education 1.1, 1. Dr. Michelle Acledan 1.3, 1. Dr. Cyril Mamocod 2 Discuss how student’s cognitive abilities enable learning to take place 2.1 Multi-Store Memory Model 2.2 Dual Coding Theory 2.3 Forgetting Curve Model 2.4 Spaced Retrieval 2.5 Lateralization of Brain Function 2.6 Theories of Intelligence 2.7 Metacognition 2.1, 2.2, 2.3, 2. Dr. Marivic Neri 2.5, 2.6, 2. Dr. Mona Chagas 3 Defend how motivation of students drive their desire to learn 3.1 Motivation & Self Determination 3.2 Academic Motivation 3.3ARCS motivation model

Dr. Michael Carillo 3.2, 3. Dr. Bryan Cancio 4 Explain how emotions facilitate the learning experience of students. 4.1 Emotional Response of Learners 4.2 Emotional Intelligence 4.3 Positive Teacher-Student Relations 4.4 Positive Peer Relations4.

Dr. Christina Chavez 4.2, 4.3, 4. Dr. Avesma Bentayao 5 Create an instructional plan that reflects a learner-centred teaching principles and approach in an inclusive learning environment. 5.1 Learning Styles 5.2 Students with Diverse Abilities & Background 5.3 Fair & Safe Learning Environment 5.4 Learner Participation 5.5 Misbehavior Management 5.1, 5. Dr. Ada Namoc 5.3, 5.4, 5. Dr. Angilly Librea

August 1, 2020 LESSON 1. TEMPLATE 4: The Lesson Structure Module No. and Title

1 FACILITATING LEARNER CENTERED TEACHING

Lesson No. and Title 1.1 Introduction to Learner Centered Teaching Learning Outcomes : ( This part of the lesson structure can be lifted from the ILO in the learning plan) Time Frame 2 hours Introduction Hello dear learner! Welcome to another exciting course that will deepen your understanding on how to become proficient in implementing a learner-centred teaching approach. In the last 20 years of research in the field of learner-centred teaching, the evidence points strongly to bringing the students at the center or the focus of the learning process. As a future teacher, you need to consider very well your students’ learning goals, the subject matter they want students to learn, and select an appropriate pedagogical approach that will really enable them to learn. Activity Take time to thoughtfully answer the checklist below for you to reflect on your prior knowledge and experience related to student- centred teaching. Check your response under the YES and NO column. Checklist on Learner-Centred Pedagogy Yes No  Were you allowed by your teachers to set specific learning goals for your self?  Have you experienced being given the freedom to choose a topic for a course requirement?  Have you experienced being asked by your teacher for your input or opinion in deciding what topics to learn in a course?  Have you experienced being given a chance to choose a type of assessment task you can do to effectively demonstrate what you already know?

August 1, 2020  Do your teachers frequently check first what you already know about a certain lesson?  Has collaboration among students emphasized more than competition in your learning experience through the years?  Have you experienced being given the opportunity to develop your self- and peer- assessment skills?  Have you experienced being given a flexible date for submitting your project? Analysis Let us now examine closely your response to the checklist.

1. Where did most of your responses fall in the checklist? More of _Yes or more of No?

2. If more of yes, how did you feel about those experiences?
3. If more of No, how did you feel under those circumstances?
4. For items which you answered NO, which of these would you_ have liked to really have or experience in the past?Why do you say so?

August 1, 2020 by consulting learners prior to making final decisions.  The traditional exercise of power in the classroom often benefits the teacher more than it promotes student learning. The uniform instructional approach or ‘one-size-fits-all’ concept certainly is more convenient on the part of the teacher who has worked hard in planning, implementing, and assessing outcomes of learning. However, this uniform approach has been criticized by scholars by being unresponsive to the diversity of needs, interests, and readiness among students.  In order to balance power in the classroom, learners are frequently consulted and given immediate and ongoing feedback by the teacher. The teacher empowers students by giving them the opportunity to choose and make decisions like selecting among lesson topics, choose learning activities, determine pace of learning, and select an assessment task to demonstrate one’s mastery of targeted learning competencies. Function of Content  Current research evidence from educational psychology calls for a change in the function of curriculum content which should be less on covering it and more on using content to develop a learner’s individual way of understanding or sense-making. Teachers need to allow learners to raise their own questions, generate their own answers or solutions.  From a constructivist perspective, knowledge cannot simply be given to students: Students must construct their own meanings” (Stage, Muller, Kinzie, and Simmons, 1998, p. 35). In other words, learners are capable of constructing and reconstructing their knowledge through active personal effort. This view debunks the current belief about students’ learning from passively receiving information transmitted from teachers via lectures.  In order to facilitate learning that changes how students think and understand, teachers must begin by finding out students’ prior knowledge or conceptions and then design learning activities that will change these pre-instructional concepts.  Learner-centered teaching also regards content as more of competency-based learning in which students master targeted skills and content before progressing to another lesson. The more important practice here is to accommodate students’ differing pace of learning. For instance, some students may be able to demonstrate they know how to use a microscope in 1

August 1, 2020 hour while others need 2 hours of practice to demonstrate proficiency in manipulating it.  With patient guidance and ongoing support from teachers, competency-based learning would ensure that students advance to new material when they are ready, at their own pace, whether they can move quickly or whether they need more time. Role of the Teacher  Constructivism theory brings the role of the teacher as that of a facilitator of learning, not as the fountain of learning. He/she instead encourages students to explore multiple knowledge sources, make sense of it, and personally organize the information taken from different sources.  As generally observed, less knowledgeable and experienced learners will interact with content in less intellectually robust ways, but the goal is to involve students in the process of acquiring and retaining information.  This shifting view on the role of the teacher deemphasizes the focus on teaching techniques and methods if they are considered separate from the subject matter and learning structures of the discipline.  Teachers no longer function as exclusive content expert or authoritarian classroom managers and no long work to improve teaching by developing sophisticated presentation skills.  Greater involvement with students by the teacher is central to student motivation. Diekelmann et al (2004) show how a nursing teacher increasingly included students in ‘cocreating compelling courses’ and was surprised ‘by the insights students shared regarding how to create compelling courses and their willingness to collaborate with …[her] to improve teaching and learning experiences’ (Diekelmann et al, 2004, p.247).  Maclellan finds that ‘the teacher is involved in clarifying the subject matter, offering examples, or suggesting arguments for or against a point of view may minimize the students’ need to think’ while, equally, ‘little engagement by the tutor, leaving students to determine both what and how to learn without any criteria to judge their process, is unsatisfactory, inefficient and makes a nonsense of formal, higher education as a planned and designed system (Maclellan, 2008, p.418).

August 1, 2020  They can review a performance and identify what needs improvement.  They have mechanisms for its collections and methods for evaluating it and acting on it. Four Principles of Student-centered Approach A more recent research on the student-centered approach was reported by Kaput in 2018 that was funded by the Nellie Mae Education Foundation and UMass Donahue Institute. This study surveyed 12 public high schools in New England in terms of how they apply learner-centered teaching in their classroom practices. The said survey summarized their findings in to 4 tenet which are: Learning is Personalized Students engage in different ways and in different places. Learning is competency- based Students move ahead when they have demonstrated mastery of content, not when they’ve reached a certain birthday or endured the required hours in a classroom. Learning happens anytime, anywhere Learning takes place beyond the traditional school day, and even the school year. Learning is also not restricted to the classroom. Students take ownership of their learning Students are engaged in their own success, as well as incorporate their interests and skills into the learning process. Kaput’s study reported that the majority of the participating schools were effective in personalizing the learning of their students and creating an environment where students took ownership of their learning. However, the study also found that the participating schools struggled with implementing and practicing “anytime, anywhere learning” due to a series of challenges that both teachers and administrators faced. Teachers from the participating schools largely responded that student-centered learning promoted higher student engagement and facilitated learning that was more relevant to students. Further, a large percentage of the teachers contended that students in student-centered environments explored the curriculum with more depth and retained knowledge more effectively than in traditional settings.

August 1, 2020 Top 20 Principles for PreK–12 Teaching and Learning The American Psychological Association (APA) published in 2015 its top 20 principles for teaching and learning for basic education teachers. These principles were based on decades of research on human learning and can well serve as lampposts for today’s teachers on how to facilitate learner-centered teaching. A brief statement of APA on the implications of the top 20 principles to current teaching practices is quoted below: “Psychological science has much to contribute to enhancing teaching and learning in the classroom. Teaching and learning are intricately linked to social and behavioral factors of human development, including cognition, motivation, social interaction, and communication” (APA, 2015, p.8) As a future educator, the top 20 principles revolve around the following key concepts to keep in mind whenever we design our instructional plans and implement them with our students. Prior Knowledge Self-Regulation Formative Assessment Learner’s Belief on Intelligence Mastery Goals Summative Assessment Creativity Interpersonal Relationships Measuring with Standards Teacher Expectations Social Interaction Fair Interpretation Long Term Knowledge Emotional Wellbeing Feedback Contextual Learning Positive Relationships Student Support Student Support Practice You may now turn to Appendix C for a more thorough discussion of the Top 20 principles from APA. Application It would be good at this time for you to personally find out how Filipino teachers are currently practicing the student centred approach in teaching.

August 1, 2020 and Title Learning Outcomes ( This part of the lesson structure can be lifted from the ILO in the learning plan) Time Frame 5 hours Introduction Prepare yourself for an exciting lesson on Learner-Centred Pedagogical Approaches. I am sure you are very interested to understand how to really help your future students to learn, which is basically the ultimate desire of every teacher. You are fortunate indeed to have access to a number of teaching models and approaches that have already been heavily researched. Let us now turn our attention to three pedagogical approaches that are recognized as more learner-centred rather than teacher centered as was observed in the traditional instructional approach. You may procced to answering the given activity below. Activity Instructor/Facilitation Assessment Source: Center of Excellence for Careers in Education Check the item that most nearly describes an instructor’s interaction with you as a student that reflects a more learner-centered approach. _____1.The instructor is clear when he/she tells me what to do. _____2.The instructor’s questions are helpful in assisting me in making decisions. _____3. The instructor meets class on time. _____4. The instructor’s availability schedule is posted. _____5. The instructor works effectively with me one on one. _____6. The instructor always meets with the class as a whole. _____7. The instructor always offers me options rather than telling me what to do. _____8. The instructor makes corrections to my work that are clear and gives me direction. _____9. The instructor’s interactions with me, have helped me become a better problem solver. _____10. The instructor always has the right answer. _____11. The instructor always gives me several suggestions to choose from. _____12. The instructor solves problems for me. _____13. The instructor lets me work problems out for myself. _____14. The instructor is more like a band conductor than an advisor. _____15. The instructor is more like a coach than a director. _____16. The instructor is a good listener. _____17. The instructor’s instructions are helpful. _____18. The instructor uses “What if you ....” statements rather than “ You should do this...”

August 1, 2020 _____19. The instructor is good at finding answers to my questions. _____20. I always feel that the project is mine and I am responsible for thinking it through. _____21. I can count on the instructor coming up with the right idea if I am stuck. _____22. The instructor values my ability to figure things out for myself. _____23. My instructor values me following his/her instructions. _____24. The instructor shares with me his/her thinking. _____25. I have no idea how the instructor solves problems. _____26. The instructor sets all the timelines for meeting deadlines. _____27. I am responsible for the timelines for meeting deadlines. _____28. The instructor comes to class with prepared class activities. _____29. The instructor builds the class activity around student’s questions and concerns. _____30. The instructor gives suggestions as to where I can find information. _____31. The instructor will find information for me. _____32. The instructor encourages me to discover things for myself. _____33. The instructor answers my questions in a way easy for me to understand. _____34. The instructor answers my questions with questions. _____35. The instructor always has the right answer. After carefully answering the Instructor Facilitation assessment, refer to the answer key posted at the end of the analysis section. Analysis Let us now begin to deeply reflect on your response to the assessment. Try to briefly answer to each question.

5. What do you consider as the most noticeable practice of a _learner- centred instructor?

6. What do you also observe as the most noticeable practice of the_ teacher-centred instrutor?

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7. If you had a more learner-centered instructor, how would feel_ _about your learning experience under those circumstances?
8. On the other hand, if you had a more teacher-centred instructor,_ how would you feel about your learning experience under such

August 1, 2020 learners students teams for learning interest interest Function of content Imposed a highly structured curriculum content in a fixed pace and timeline of learning Same content processed by students in groups, fixed timeline of learning Differentiated content in terms of difficulty levels, more flexible pace of learning Flexible curriculum content according personalized learning paths, highly flexible pace of learning Role of teacher Knowledge Expert Authoritarian classroom manager Facilitator of learning tasks done in collaborative peer-group settings Designer of differentiated learning tasks to accommodate readiness, profile and interest of students Collaborator/co- creator of knowledge Responsibi lity for Learning Students are expected to fully understand knowledge passed on by their teachers Learning is co- created by students in group settings Learning co- created with students in group settings Students design individualized learning plans to achieve mastery of targeted learning outcomes Cooperative Learning Approach (CLA) The Cooperative learning Approach (CLA) started becoming popular in the 1990’s in an attempt to move away from traditional pedagogical approach that relied heavily on uniform instruction for a large-sized classroom. The CLA used the social interdependence theory, which proposes that the behavioral outcomes of a person are affected by their own and others' actions. Said theory became the framework for designing teaching-learning activities in peer group settings. Johnson and Johnson (1994) described five factors that influence the effectiveness of cooperation in classrooms which are shown in the figure below. Figure 1 Five Factors for an Effective Cooperative Learning Approach

August 1, 2020 Positive Interdependence.  Students commit to personal success as well as the success of every member of the group. If students are having difficulties, their group mates are there to support them.  Positive interdependence can also promote motivation to learn, because students are learning not just for themselves but also for the benefit of their groups.  Working in groups involved sharing information helping each other in doing the group task so that they progress together. Individual and group accountability.  The group is accountable for achieving its goals, and each member must be accountable for contributing a fair share of the work toward the group goal Interpersonal and small group skills.  Group members learn how to how to apply teamwork skills that has collaborative leadership, making fair decisions,  Students also develop friendship by building trust, communicating freely, and resolving conflict. Promotive Interaction  Students promote each other's success by sharing resources or information that will help every member.  Peers take time to encourage, and praise each other's efforts to learn. Group Processing  Group members need to feel free to communicate openly with each other to express concerns as well as to celebrate accomplishments.  Learners take time to monitor and discuss how well they are achieving their goals and maintaining effective working relationships.  Students frequently reflect and discuss on how well they are Positive Interdependenc e Positive Interdependenc e Individual & Group Accountability Individual & Group Accountability Interpersonal Skills Interpersonal Skills Promotive Interaction Promotive Interaction Group Processing Group Processing