Ppt. Exam1

DIFFERENT LEARNER-
CENTERED
PEDAGOGY
(Delivery Modalities, Structures for Facilitating
Learner-centered Teaching, Methods and
Strategies)
Prepared by: KATELYN ROSE ENGARCIAL

BEED 1
LEARNER-CENTERED
PEDAGOGY – DELIVERY
MODALITIES
FACE TO FACE LEARNING
Students and the teacher are both physically present in the classroom.
The teachers and students attend school to have sessions or lectures in

person.
 There are opportunities for active engagement, immediate feedback,

and socio-emotional development of learners.
 This type of learning is beneficial and effective to all learners, especially

learners with disabilities whose conditions require face-to-face
instruction.
Advantage:
• You’ll be able to concentrate harder on your learning because there’ll be

less distraction in school than at home. You may feel more comfortable
and learn more easily in a familiar, traditional classroom situation.
Disadvantage:
• If you cannot keep up with the rest of the class, you will have to
schedule extra classes, which could cost you extra money. Due to time
constraints in class, the lecturer cannot answer each and every student’s
questions. You will have to carry your textbooks to class every day.
Face-to-face option may also be feasible in very low risk areas such as
the geographically isolated, disadvantaged and conflict affected areas
(GIDCA) with no history of infection and very low and easily monitored
external contacts, but with teachers and learners living in the vicinity of
the school. Any face-to-face learning delivery must have proper risk
assessment and must adhere to the health protocols in place. Potential
learning spaces in the community near the school may be explored to
add spaces for the conduct of classes with the appropriate social
distancing.
BLENDED LEARNING
 Learning delivery that combines face-to-face with any or a

mix of online distance learning, modular distance learning,
and TV/Radio-based Instruction.
 Enable the schools to limit face-to-face learning, ensure

social distancing, and decrease the volume of people
outside the home at any given time.
 Enables educational technology.

Advantage:
• Track and improve engagement.

• Enhance communication at a distance.
• Offers flexibility for teachers in how they present material and for
students in the pace and variety of the learning approaches they
experience.
Disadvantage:
• Some significant challenges to this modality include the expense of
technology, inadequate training, technological issues, the need to adapt
content for blended learning, decreased motivation and weakened
relationships between students and teachers.
TECHNOLOGY BASED or ONLINE/E-LEARNING
 Courses which happen fully online in which learners never

meet each other face to face. This allows for maximum
flexibility in learning in different locations, but it also presents
some challenges with regards to building a learning
community. Due to a lack of face-to-face time, the learning
platform is the only opportunity for learners to get to know
each other and work together, so the facilitating and organic
building of learning communities must be set up more
intentionally.
Advantages:
• Independent learning has become easier and more effective.

• Lowered tuition and textbooks prices.
• Learning with technology is much more interesting.
Disadvantages:
• Lack of interest in hard work.

• Misuse of technology.
• Requires self discipline, management and training.
DISTANCE LEARNING
-It is most viable for independent learners, and learners
supported by periodic supervision of parents or guardians.
1. Online Distance Learning
2. Modular Distance Learning
Online Distance Learning
 Features the teacher as facilitator, engaging learners’ active

participation through the use of various technologies accessed through
the internet while they are geographically remote from each other
during instruction.
 The internet is used to facilitate learner-teacher and peer-to-peer

communication.
 Online learning allows live synchronous instruction. It requires

participants to have good and stable internet connection.
 The learners may download materials from the internet,
complete and submit assignments online, attend webinars
and virtual classes.
 The challenge will be in dealing with learners not capable of

independent learning. This is the subject of further
discussion within DepEd, and with partners and parents.
Advantages:
• Don’t need commute

• You can fit your learning around your work and home life.
• You get to decide exactly when or where you study.
Disadvantages:
• Don’t help in developing oral skills and social interactions.

• Important to have good time management skills.
• High chances of distraction.
• Questionable credibility of online degrees.
Modular Distance Learning
 Involves individualized instruction that allows learners to use self-

learning modules (SLMs) in print or digital format/ electronic copy,
whichever is applicable in the context of the learner, and other learning
resources like Learner’s Materials, textbooks, activity sheets, study
guides and other study materials.
 Learners access electronic copies of learning materials on a computer,

tablet PC, or smartphone. CDs, DVDs, USB storage and computer-based
applications can all be used to deliver e-learning materials,
including offline E-books.
 The teacher takes the responsibility of monitoring the
progress of the learners. The learners may ask assistance
from the teacher via e-mail, telephone, text
message/instant messaging, etc. Where possible, the
teacher shall do home visits to learners needing
remediation or assistance. Any member of the family or
other stakeholder in the community needs to serve as para-
teachers.
• Learning experiences can differ greatly in how they are
delivered and are typically broken in to the time and
location where learners meet. This topic contains detailed
descriptions of time and location differences in learning
modalities, and how they may be combined for the most
flexibility.
LEARNER-CENTERED PEDAGOGY
STRUCTURES FOR FACILITATING LEARNER-
CENTERED TEACHING, METHODS AND STRATEGIES
METHODS, FLEXIBLE LEARNING AND TEACHING,
DIFFERENTIATED TEACHING,
EDUCATION IN EMERGENCIES
METHODS AND STRATEGIES
IN
TEACHING
1. Cooperative learning is the process of
breaking a classroom of students into
small groups so they can discover a new
concept together and help each
other learn. The idea of cooperative
learning has been around for decades,
but it never got to the same prominence
as blended learning or differentiated
instruction.
2. A presentation conveys information
from a speaker to an audience.
Presentations are typically
demonstrations, introduction, lecture,
or speech meant to inform, persuade,
inspire, motivate, build goodwill, or
present a new idea/product.
3. Panel discussion is a specific format
used in a meeting, conference or
convention. It is a live or
virtual discussion about a specific topic
amongst a selected group of panellists
who share differing perspectives in front
of a large audience.

4. The letters KWL form an
acronym for "Know, What, Learn."
In the KWL technique, readers are
first asked to consider what they
already know about the subject
before they read the material.

5. Brainstorming is a group
creativity technique by which
efforts are made to find a
conclusion for a specific problem
by gathering a list of ideas
spontaneously contributed by its
members.

6. Discussion methods are a variety of
forums for open-ended, collaborative
exchange of ideas among a teacher and
students or among students for the
purpose of furthering students
thinking, learning, problem solving,
understanding, or literary appreciation.
7. Small-group teaching is a distinct
mode of teaching and is closely linked
to active learning. It allows students –
typically in groups of eight to 12 – to
practice, make mistakes and work out
how to think about what they're
learning, on their own terms.
8. A case study is a research
methodology that has commonly used
in social sciences. ... Case studies are
based on an in-depth investigation of a
single individual, group or event to
explore the causes of underlying
principles. A case study is a descriptive
and exploratory analysis of a person,
group or event.
9. The jigsaw technique is a method of
organizing classroom activity that
makes students dependent on each
other to succeed. It breaks classes into
groups and breaks assignments into
pieces that the group assembles to
complete the (jigsaw) puzzle.
10. An experiment is a procedure
carried out to support, refute, or
validate a hypothesis. Experiments
provide insight into cause-and-
effect by demonstrating what
outcome occurs when a particular
factor is manipulated.
11. Role-play is any speaking activity
when you either put yourself into
somebody else's shoes, or when you
stay in your own shoes but put yourself
into an imaginary situation! Imaginary
people. The joy of role-play is that
students can 'become' anyone they like
for a short time!

12. A simulation game attempts to
copy various activities from real life
in the form of a game for various
purposes such as training, analysis,
or prediction. Usually there are no
strictly defined goals in the game,
with the player instead allowed to
control a character or environment
freely.
13. Laboratory method or
activity method leads the students to
discover mathematical facts. It is
based on the principal of learning by
doing, learning by observation and
proceeding from concrete to
abstract. It is only the extension of
inductive method.
14. The workshop method focuses on
participatory, hands-on learning; small-
group activity and problem solving; pair
and small-group discussions; etc. As a
result, because of the “active” rather
than “passive” nature of the
experience, larger numbers of learners
are motivated to participate and learn.
15. A method demonstration is a
teaching method used to communicate
an idea with the aid of visuals such as
flip charts, posters, power point, etc.
A demonstration is the process of
teaching someone how to make or do
something in a step-by-step process. As
you show how, you “tell” what you are
doing.
16. In a nutshell, this method uses
index cards for recording facts,
and then organizes these cards
into a straightforward outline that
the students can draw from when
writing their paper.
17. Inquiry-based learning is
an approach to learning that
emphasizes the student's role in
the learning process. Rather than the
teacher telling students what they need
to know, students are encouraged to
explore the material, ask questions, and
share ideas.
18. The mental method is the
process of working out math
calculations and carrying out
problem-solving mentally,
without the need to write down
any working out.
19. Project-based learning is an
instructional approach designed to give
students the opportunity to develop
knowledge and skills through
engaging projects set around
challenges and problems they may face
in the real world. Project-based
learning, or PBL, is more than
just projects.
20. Problem-based learning (PBL)
is a student-centered pedagogy in
which students learn about a
subject through the experience of
solving an open-
ended problem found in trigger
material.
21. The Discovery Learning Method is a
constructivist theory, meaning it is
based on the idea that students
construct their own understanding and
knowledge of the world through
experiencing things and reflecting on
those experiences. ... Teachers will give
students a problem and some
resources to solve it.
22. The Socratic method (also known
as method of Elenchus,
eclectic method, or Socratic debate) is
a form of cooperative argumentative
dialogue between individuals, based
on asking and answering questions to
stimulate critical thinking and to draw
out ideas and underlying
presuppositions.
23. Gamification techniques use
elements and principles of gaming
to create an engaging learning
experience. Some of the
associated gains are: Higher
learner motivation (to participate
and complete).
Learner-centered pedagogy in a nutshell is
a classroom where the lesson on not
focused on the teacher and transmission of
information. Many classrooms the teacher
is like a conductor and controlling every
aspect of the lesson. The teacher micro-
manages the lesson, asks the students the
questions and the teacher speaks in the
majority of the lesson.
THANK YOU❤️❤️❤️

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DIFFERENT LEARNER-

Prepared by: KATELYN ROSE ENGARCIAL

The teachers and students attend school to have sessions or lectures in

 There are opportunities for active engagement, immediate feedback,

 This type of learning is beneficial and effective to all learners, especially

• You’ll be able to concentrate harder on your learning because there’ll be

 Learning delivery that combines face-to-face with any or a

 Enable the schools to limit face-to-face learning, ensure

 Enables educational technology.

• Track and improve engagement.

 Courses which happen fully online in which learners never

• Independent learning has become easier and more effective.

• Lack of interest in hard work.

 Features the teacher as facilitator, engaging learners’ active

 The internet is used to facilitate learner-teacher and peer-to-peer

 Online learning allows live synchronous instruction. It requires

 The challenge will be in dealing with learners not capable of

• Don’t need commute

• Don’t help in developing oral skills and social interactions.

 Involves individualized instruction that allows learners to use self-

 Learners access electronic copies of learning materials on a computer,

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