3nd

Revision Status: Draft

Republic of the Philippines Revision Date: FEBRUARY 8, 2021
Western Mindanao State University Recommending approval: FELWYN LOVELY R. NATIVIDAD
IPIL EXTERNAL CAMPUS Concurred: BYRON B. GO SILK, Ph. D.
Approved: NURSIA M.BARJOSE, RN, DNS
COLLEGE OF TEACHER EDUCATION

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN PED 102 – FACILITATING LEARNER-CENTERED TEACHING
2nd Semester, S.Y. 2020-2021

Western Mindanao State University

GOALS
Vision
Intro to the goals here
The University of Choice for higher learning with strong research orientation that
produces professionals who are socially responsive to and responsible for human a. Provides a high-quality teacher education that is responsive to education-
development; ecological sustainability; and, peace and security within and beyond for-all in the nation and education for sustainable-development needs in the
the region. world.
b. Realize the threefold institutional thrust of instruction, research and
Mission community outreach in higher education.
c. Hone students to the competencies and skills of a new breed of 21 st century
The Western Mindanao State University, set in a culturally diverse environment, teachers, such as of information-media literacy-communication skills, civic
shall pursue a vibrant socio-economic agenda that include: literacy, and global awareness, among others.
 A relevant instruction paradigm in the education and training of competent d. Create an environment for transformational leadership among students
and responsive human resource for societal and industry needs; who will be imbued with energy, enthusiasm and passion for positive
 A home for intellectual formation that generates knowledge for people change in the teaching profession.
empowerment, social transformation and sustainable development; and; e. Instill the value for lifelong learning among graduates who will not only
 A hub where science, technology and innovation flourish enriched by the desire to become full pledge professionals but also molders, artist who
wisdom of the Arts and Letters, and Philosophy. blend the natural qualities and strong desire to be the best in the
profession.

College of Teachers Educati on

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 GOALS
Bachelor of Secondary Education Program Outcomes
a b c d e
a. Demonstrate mastery of subject matter/discipline (6.2.b)    
b. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments 
  
(6.2.c)
c. Apply skills in the utilization of ICT to promote quality, relevant, and sustainable educational practices in curriculum development (6.2.e)  
d. Demonstrate a variety of thinking skills in planning, implementing and evaluating curriculum (6.2.f)   
e. Acquire professional and ethical teaching standards sensitive to the local, national, and global realities (6.2.g)  
f. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners (6.2.d)   
g. Discuss the latest developments in the Philippine educational curriculum (6.1.a)  
h. Display skills and abilities to be a reflective and research oriented curricularist (6.3.1.h)  

COURSE CODE PED 102

COURSE NAME FACILITATING LEARNER-CENTERED LEARNING

PREREQUISITE NONE

COURSE CREDIT 3 Units (54 HOURS)

COURSE DESCRIPTION This course is designed to explore and equip pre-service teachers with the fundamental principles, processes, and practices anchored on
learner-centeredness and other educational psychologies supportive of learning environments as these apply to facilitate various
teaching-learning delivery modes to enhance learning. It also includes the demonstration of knowledge and understanding of
differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. Further, pre-service teachers will be
trained to implement teaching strategies that are responsive to learners’ linguistic, cultural, socio-economic and religious backgrounds.

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 COURSE LEARNING OUTCOMES:
Program Outcomes
At the end of the semester, the students can:
A B C D E F G H

1 demonstrate understanding of the concepts and principles of learner-centered teaching based on educational   
philosophies and research and their application in actual teaching and learning;
2 demonstrate understanding of learning environments that promote fairness, respect and care to encourage   
learning;
3 demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in      
meaningful exploration, discovery and hands-on activities within the available physical learning environments; [

4 demonstrate understanding of supportive learning environment that nurture and inspire learner participation;  

5 demonstrate knowledge of learning environments that motivate learners to work productively by assuming   
responsibility for their own learning;
   
6 demonstrate knowledge of positive and non-violent discipline in the management of learner behavior;
7 demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs,  
strengths, interests and experiences;
8 implement teaching strategies that are responsive to learners’ linguistic, cultural, socio-economic and religious     
backgrounds;
9 demonstrate understanding of the special educational needs of learners who have been displaced due to urban  
resettlement, calamities and armed conflict; and
     
10 demonstrate knowledge of laws and policy documents that promote learner-centered teaching.

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 TEXTBOOK Lucas, M.R.D. and Corpuz, B.B. (2014) Facilitating Learning: A metacognitive process, 4th ed. Lorimar Publishing, Inc., Quezon City, Philippines.
Casinto, C. (2009). Handbook on Principles of teaching 1. Philippines. Rex Book Store, Inc.
Serrano, E. & Paez, A. (2015). Principles of Teaching 1. Adriana Publishing Co. Inc., Quezon City, Philippines.
Mykrä, T. (2015). Learner-centered Teaching Methods – A Toolkit for Secondary Education Teachers. Indiana University Bloomington

REFERENCE/S The following books will be used as major references:

Lucas, M.R.D. and Corpuz, B.B. (2014) Facilitating Learning: A metacognitive process, 4th ed. Lorimar Publishing, Inc., Quezon City, Philippines.
Casinto, C. (2009). Handbook on Principles of teaching 1. Philippines. Rex Book Store, Inc.

GRADE COMPONENT AND CORRESPONDING WEIGHT: Quizzes 30% …………………………………………………………………………….. 25%

Performance Tasks........................................................................ 25%
100%
FINAL RATING FINAL TERM GRADE
Midterm Grade.................................................40% Final Exam..................................................................................... 40%
Final term Grade...............................................60% Attendance ………………………………………………………………………………. 10%
100% Quizzes 30% …………………………………………………………………………….. 25%
Performance Tasks........................................................................ 25%
MIDTERM GRADE 100%
Midterm Exam............................................................................... 40%
Attendance ………………………………………………………………………………. 10% FORMULA FOR COMPUTING PERCENTAGE GRADES
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 Passing Grade = 60%

Percentage Grade = raw score / total number of items x 60 + 40

Example: raw score = 28, total items = 50
GRADE = 28/50 x 60 + 40
= 0.56 x 60 +40
=30.8 +40
=75.8%

TOTAL SCORE.........................................28 correct out of 50 items

PERCENTAGE GRADE.............................76%
NUMERICAL RATING..............................2.00
REMARKS............................................... PASSED

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 NUMERICAL 96 - 100 1.0
% EQUIVALENT
RATING

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 91 - 95 1.25 86 - 90 1.5

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 81 - 85 1.75 Authorized Withdrawal (Dropped with permit) AW
76 - 80 2.0
Unauthorized Withdrawal (Dropped from class for non-
UW
71 - 75 2.25 attendance/non-appearance for 20% of prescribed attendance)

66 - 70 2.5
COURSE REQUIREMENTS
62 - 65 2.75  2 Written Major Exams (Midterm and Final Examination)
 Modules
60 - 61 3.0
 At least 6 Quizzes (3 quizzes midterm + 3 quizzes final term)
Below 60 5.0
CONDITIONS FOR PERFORMANCE EVALUATION
Lacks requirements and/or final exam INC  Active participation in all class activities.
 At least 60% passing in all exams and other graded requirements

Desired Student
Learning Evidence of
Outcome-Based
Outcomes/Competen Outcomes Course
Time Course Content (OBA) Activities Program PURE PU
cies (Assessment of Learning BLENDED
Frame (No. of Hours Per Topic) (Teaching & Learning Outcomes ONLINE OFFL
At the end of each Learning Outcomes
Activities)
topic and semester, Outcome)
the students can
WEEK 1 TOPIC 1 (3 hours) Exhibit awareness and Individual participation Use of score cards 1,2 F, G Online face to Online face to Equivale
appreciation of the in class discussion for class face meetings, face meetings, coverag
WMSU VMGO, Classroom University Vision, participation lecture, lecture, through
Policies, Course Overview, Mission & Quality Policy, discussions discussions handou
Course Requirements, Grading College Goals, and thru Microsoft thru Microsoft module
System Program objectives. 365 or/and 365 or/and workbo
other video other video be prov
Demonstrate conference conference the stud
understanding of the platforms or platforms
classroom policies, equivalent
course requirements, coverage
and grading system. through
handouts,
modules or
workbook will
be provided to
the students
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 Softcopy of
lectures and
discussions will
be sent to
students via e-
mail or
Microsoft 365
TOPIC 2 (3 hours): Identify the 14 Learner- Group Activity: Rubric for Scoring 1, 2 A, B, G Online face to Online face to Equivale
Centered Psychological Brainstorming face meetings, face meetings, coverag
METACOGNITION Principles Interactive Group lecture, lecture, through
Discussion discussions discussions handou
Discuss the 14 Learner- Sharing of Groups’ thru Microsoft thru Microsoft module
Centered Psychological Responses 365 or/and 365 or/and workbo
Principles other video other video be prov
conference conference the stud
Identify ways on how to platforms or platforms
apply the 14 principles equivalent
in instruction as future coverage
teachers through
WEEK 2 handouts,
modules or
workbook will
be provided to
the students

Softcopy of
lectures and
discussions will
be sent to
students via e-
mail or
Microsoft 365
TOPIC 3 (9 hours): Differentiate learner- Interactive instruction Summative quizzes 1, 2, 4, 8 A, B, C, D Online face to Online face to Equivale
WEEK centered teaching from and facilitated face meetings, face meetings, coverag
3, 4 & 5 LEARNER-CENTERED other teaching discussion. A KWL chart Unit learning log or lecture, lecture, through
TEACHING: FOUNDATIONS approaches (e.g. may be used to organize reflective journal discussions discussions handou
AND CHARACTERISTICS teacher-centered class discussion. PSTs thru Microsoft thru Microsoft module
approach) as applied in will note: What they Small group 365 or/and 365 or/and workbo
A. Learner-Centered Teaching various teaching areas; Know, what they Want presentation of other video other video be prov
1 Definition to know, and what they conference conference the stud
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 2 Description/Characteristics Learned. outputs. platforms or platforms
-Paradigm Shift: From teacher- Groups choose an equivalent
centered to learner-centered Think-Pair-Share appropriate graphic coverage
teaching activity. Pairs exchange organizer to capture through
3 Philosophical Perspectives ideas on educational the essence of handouts,
 Essentialism philosophies related to learner-centered modules or
 Perennialism teacher-centered and teaching. workbook will
4 Learner-Centered learner-centered Process: discussion be provided to
Philosophies teaching while the of learner-centered the students
 Progressivism teacher guides the teaching concepts
 Naturalism discussion through through effective Softcopy of
Discuss the need to shift
 Constructivism prompts, clarifies use of charts and/or lectures and
from teacher-centered
 Instrumentalism misconceptions and diagrams discussions will
teaching to learner-
 Utilitarianism reinforces prior Output: appropriate be sent to
centered teaching based
 Pragmatism knowledge. graphic organizer students via e-
on philosophical
 Existentialism mail or
foundations, teaching
Library/Online research. Rubric for Scoring Microsoft 365
principles and current
This involves the
research; and
systematic gathering of
information in order to
Discuss the varied roles
write a paper, create a
of the teacher in
presentation, or
learner-centered
complete a project. As
teaching and learning.
used in this context,
preservice teachers
shall gather research
information on a
selected article
(supporting learner-
centeredness) from
research journals
focusing on the
Problem, Theories,
Methodology, Findings
and Discussion of
Results.
TOPIC 3 (6 hours): Discuss the psychological Active PST-led class Summative quizzes 1, 2. 4, 8 A, B, C, D, E Online face to Online face to Equivale
WEEK principles of learner- discussion: The PSTs face meetings, face meetings, coverag
6&7 LEARNERS’ PSYCHOLOGICAL centeredness as a basis will provide a brief Unit learning log or lecture, lecture, through
PRINCIPLES for differentiated overview of learner- reflective journal discussions discussions handou
teaching to suit learner’s centered psychological thru Microsoft thru Microsoft module
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 A) Cognitive and Metacognitive gender, needs, principles. 365 or/and 365 or/and workbo
Factors strengths, interests and Class observation & other video other video be prov
1 Nature of the learning experiences; Question and Answer: portfolio. Using an conference conference the stud
2 process The PSTs will write observation guide, platforms or platforms
3 Goals of the learning process Identify factors that questions concerning PSTs will compile equivalent
4 Construction of knowledge promote learner- various psychological and submit a coverage
5 Strategic thinking centeredness and factors on meta-cards. classroom through
6 Thinking about thinking motivate learners to The teacher will then observation handouts,
7 Context of learning work productively and draw the meta-cards portfolio modules or
be accountable for their from a ‘fishbowl’ and highlighting the workbook will
B) Motivational and Affective own learning; the PSTs will actively learner-centered be provided to
1 Factors Motivational and participate by principles and the students
emotional influences Reflect on how answering the questions differentiated
2 Intrinsic motivation to learn developmental and on the meta-cards. teaching practices Softcopy of
3 Effects of motivation on effort social factors can employed by lectures and
influence learning Learning Centers. The master/senior discussions will
C) Developmental and Social environments to classroom walls will be teachers to suit be sent to
Factors promote fairness, filled with classroom learners’ gender, students via e-
1 Developmental influences on respect and care. scenarios reflective of needs, strengths, mail or
learning the factors relevant to interests and Microsoft 365
2 Social influences on learning psychological principles experiences. In
of learner-centered addition, PSTs will
D) Individual Differences teaching. The PSTs will identify the factors
1 Individual differences in work on the different that promote
learning activities in triads and, learner-
2 Learning earning and after a set time, the centeredness and
diversity PSTs will rotate to a motivate learners to
-Standards and assessment new activity. work productively
and be accountable
for their own
learning in the
actual setting.

Rubric for Scoring

TOPIC 4 (3 hours): Explain the salient Individual participation Summative quizzes 1, 2, 3, 4, 8 A, B, C, D, E Online face to Online face to Equivale
WEEK 8 concepts and principles in class discussion face meetings, face meetings, coverag
REVIEW ON DEVELOPMENTAL of the major Brainstorming lecture, lecture, through
THEORIES development theories Group Activities discussions discussions handou
Reflection/Reaction Drills thru Microsoft thru Microsoft module
Cognitive Stages of Apply these theories to Papers/Journals 365 or/and 365 or/and workbo
Development teaching-learning other video other video be prov
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  Psycho-Social Theory situations Graphic Organizer Cooperative learning conference conference the stud
of Development Making and participatory platforms or platforms
 Psychoanalytic Theory discussion equivalent
 Socio-Cultural Theory coverage
 Stages of Moral through
Development handouts,
 Bio-Ecological Systems modules or
Theory workbook will
be provided to
the students

Softcopy of
lectures and
discussions will
be sent to
students via e-
mail or
Microsoft 365
WEEK 9 MIDTERM EXAMINATION – 3 HOURS

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 TOPIC 5 (18 hours): Discuss the nature of Teacher-led Discussion: Summative quizzes 1, 2, 3, 4 A, B, C, G Online face to Online face to Equivale
learner-centered The teacher initiates face meetings, face meetings, coverag
LEARNER-CENTERED teaching modalities, discussion of various Unit learning log or lecture, lecture, through
PEDAGOGY structures, methods and learner centered reflective journal. discussions discussions handou
strategies that facilitate teaching thru Microsoft thru Microsoft module
WEEK
A) Delivery Modalities differentiated teaching methodologies, Briefing paper. PSTs 365 or/and 365 or/and workbo
10, 11, 12, 1 Face-to-face to suit learners’ gender, strategies and other video other video be prov
will write a briefing
13, 14 & 15 2 Blended learning needs, strengths, techniques. conference conference the stud
paper discussing the
3 Technology-based, Online/ e- interests and various teaching platforms or platforms
Learning experiences; Dyads/Triads. Dyads or modalities, equivalent
4 Distance learning triads of PSTs will gather structures, methods, coverage
Select appropriate research information on and strategies that through
B) Structures for Facilitating learner-centered a previously assigned promote learner- handouts,
Learner-centered Teaching teaching modalities, structure or learner- centeredness and modules or
Formal (Traditional) structures, methods and centered teaching differentiated workbook will
Alternative Learning System strategies based on strategy. The following teaching to suit be provided to
(ALS) - Non - formal education learners’ diverse needs, information shall be learners’ gender, the students
(NFE) - Informal education learning styles and prescribed: description needs, strengths,
(InfEd) - The Mobile Teacher backgrounds (i.e. of the interests and Softcopy of
Alternative Delivery Modes linguistic, cultural, socio- structure/strategy, experiences. lectures and
(ADM) - Modified In - School economic and religious); procedure, advantages discussions will
Off School Approach (MIMOSA) and – and disadvantages, Portfolio. PSTs will be sent to
- Enhanced Instructional when to use, and be required to students via e-
Management by Parents, Draw on appropriate possible variations (if compile an mail or
Community and Teachers learner-centered any). The summary annotated portfolio Microsoft 365
(e - IMPACT) teaching modalities and output will be that showcases a
Open High School Program strategies to formulate presented to the class. range of different
(OHSP) teaching procedures learner-centered
that address the special teaching strategies
C) Methods and Strategies educational needs of that are responsive
Methods learners in difficult to learners’
- Active learning activities circumstances. linguistic, cultural,
- Cooperative learning activities socio-economic
- Inquiry and inductive learning and/or religious
activities backgrounds. Each
Learner-centered Instructional strategy will be
Strategies annotated. The
- Cooperative learning annotations will
- Presentations include a short
- Panels/Experts description,
- KWL (or KWHLAQ)
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 - Brainstorming procedure (how to
- Learner-created media implement the
- Discussion strategy) and an
- Small group explanation of how
- Case studies the strategy
- Jigsaw illustrates
- Learning centers responsiveness to a
- Experiments - Role play – particular contextual
Simulation background. Some
- Laboratory or all of the
- Workshop strategies may also
- Demonstration be accompanied by
- Index card an excerpt from a
- Inquiry-based lesson plan that
- Mental models illustrates how the
- Project-based learning strategy can be
- Problem-based learning incorporated in a
- Discovery learning lesson.
- Q & A session - Social media Simulation. PSTs
- Games or gamification formulate teaching
– Competitions procedures using
appropriate learner-
D) Flexible Learning and centered teaching
Teaching modalities and
strategies to address
E) Differentiated Teaching the learning needs
of learners affected
F) Education in Emergencies by a hypothetical
emergency situation
Foundational standards
– calamity or armed
The teaching and learning
conflict. The output
domain
is a documentation
- Curricula
of the teaching
- Training, professional
procedures.
development and support
- Instruction and learning
processes Rubric for Scoring
- Assessment of learning
outcomes
TOPIC 6 (6 hours): Identify the different Teacher-led Discussion. Summative quizzes 1, 2, 4, 8 A, B, D, E Online face to Online face to Equivale
parts, functions and The teacher facilitates face meetings, face meetings, coverag
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Effective Date: 7-DEC-2016
 characteristics of a the review of a lesson Unit learning log or lecture, lecture, through
LEARNER-CENTERED learner-centered lesson plan identifying various reflective journal discussions discussions handou
LESSON PLANS plan; - compare and elements of learner- thru Microsoft thru Microsoft module
contrast an exemplar centeredness. The Comparison matrix. 365 or/and 365 or/and workbo
A. The Learner-Centered Lesson learner-centered lesson learners will be guided PSTs, in small groups other video other video be prov
Plan plan with teacher- or in determining if the will summarize their conference conference the stud
1 Detailed Lesson vs. Daily content-centered lesson lesson plan, in general, outputs from the platforms or platforms
Lesson Log plans; adheres to the Gallery Walk in a equivalent
2 Parts of the learner-centered principles of learner- matrix and then coverage
lesson plan Craft a lesson plan chunk centeredness. present their through
emphasizing the use of a summary to the handouts,
B. Instructional Learning selected strategy; and Independent learning whole class and modules or
Processes through Gallery Walk. facilitate discussion. workbook will
1 Learning objectives Implement the designed The PSTs will have a be provided to
2 Teaching content lesson plan chunk and walkthrough a gallery of Lesson plan chunk. the students
3 Lesson planning the appropriately lesson plans. They will The PSTs will be
-Pre - planning chosen/selected then evaluate the required to design a Softcopy of
- Lesson planning strategy in response to components of the chunk of a lesson lectures and
4 Implementation learners’ diverse needs, lesson plans vis-à-vis plan focusing on the discussions will
- Evaluation learning styles and principles and strategy that will be be sent to
WEEK
backgrounds (i.e. characteristics of used in teaching the students via e-
16 & 17 linguistic, cultural, socio- learner centeredness, lesson chunk. mail or
C. Lesson chunking and
Microteaching Basics economic and religious). noting similarities and Microsoft 365
differences. A rubric or Microteaching. PSTs
evaluation guide will will implement the
greatly facilitate the lesson plan chunk
activity. through
demonstration
Explicit instruction on teaching to a small
lesson chunking and group of peers. The
microteaching, where focus of assessment
the “You Do” phase will is on the
serve as the appropriateness of
assessment. the strategy and
delivery in
addressing learners’
diverse needs,
learning styles and
backgrounds.

Rubric for Scoring

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 WEEK 18 FINAL EXAMINATION – 3 HOURS

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 Syllabus for [Course Code – Course Name]

Prepared By: Noted: Recommending Approval: Approved:

MARIA MICHELLE A. HELAR FELWYN LOVELY R. NATIVIDAD BYRON B. GO SILK, Ph. D. NURSIA M. BARJOSE, RN, DNS
Instructor 1 Program Coordinator OIC - Dean, External Studies Vice President for Academic Affairs

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