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    Chapter 10 Profed04 Facilitating Learner Centered Learning 1

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    Chapter 10 Profed04 Facilitating Learner Centered Learning 1

    Uploaded by

    senyoritaasydney767
    4 views3 pages

    Original Title

    CHAPTER-10-PROFED04-FACILITATING-LEARNER-CENTERED-LEARNING-1

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    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    4 views3 pages

    Chapter 10 Profed04 Facilitating Learner Centered Learning 1

    Uploaded by

    senyoritaasydney767

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    MODULE Facilitating Learner – Centered Teaching & Learning

    OBJECTIVES:

    1. Define inclusive education


    2. Describe what characterizes a fair and safe learning environment.
    3. Compare practices that support an inclusive education; and
    4. Write an insight into a fair and safe learning environment.

    What is inclusive education?


    Inclusion entails the act of making a general education classroom all-
    encompassing to all types of learners. Unlike the common misconception, inclusion
    embraces not only those in special education but also the general education population,
    those with diverse learning needs, at risk for school failure, and those with a variety of
    other different learning needs. Specifically, inclusion:
    ✓ provides a framework for all students to improve holistically.
    ✓ involves practical educational opportunities that can occur in various
    environments and in many ways; and
    ✓ creates meaningful opportunities to cater to the needs of diverse learners
    concerning their cultural background, gender, unique learning styles, and personal
    differences.
    ✓
    Two practices that effectively support an inclusive education
    Response to Intervention/Multi-Tiered System of Support (RTI)
    • RTI is designed to provide an early support and intervention for all learners.
    • It is typically grounded on a three-tier framework with increasing support or
    interventions for students who are not making satisfactory academic or
    behavioral progress. It begins with universal screening, an assessment in
    the core curriculum, or behavioral areas that identify students who may
    need additional support.
    • It is based on effective teacher instruction using research validated
    strategies and curriculum in the general education classroom. Students’
    progress is monitored on specific skills using a curriculum-based

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    MODULE Facilitating Learner – Centered Teaching & Learning

    assessment. Thus, the result will be beneficial to the teachers to guide them
    in the instruction.

    Universal Design for Learning (UDL)


    UDL was developed by the researchers of the Center for Applied Special
    Technology developed UDL. Its goal focuses on ways to eliminate barriers in learning
    and meeting the needs of the students. It aims to enable learners to learn and
    demonstrate their knowledge through multiple learning preferences (auditory, visual,
    kinesthetic, tactile, etc.).
    UDL is designed to engage all learners in the instructional process. It is a brain-
    based instructional framework based on the concept that every learner learns differently.
    Through UDL, the instructional process, materials, and assessments are utilized to
    reinforce learning for all students, including those with disabilities and exceptionally gifted.
    It has three main
    principles of Multiple Means of
    Representation, Multiple Means
    of Action and Expression, and
    Multiple Means of Engagement.

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    MODULE Facilitating Learner – Centered Teaching & Learning

    Figure 1 shows how UDL works in a teaching-learning process

    Source: https://images.app.goo.gl/sQu2msJfaGfkmuis6

    What is a quality classroom mean?


    A quality classroom is characterized by a supportive, kind, positive, and fair
    environment. The teachers’ treatment and relationship with their students are vital in
    creating this environment. When students feel relaxed, they can concentrate on learning
    with confidence, and ease about making mistakes. Conversely, a classroom environment
    that is permeated with anxiety, negativity, hostility, lack of control, rowdiness, and
    distractions is not conducive to learning.

    REFERENCE:
    Acledan M et. al. (2021) Facilitating Learner Centered Teaching, MODULE FOR
    CHED ROXI- PROJECT WRITE, pp 6-95

    3|Page

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