Unit 4: Learner-Centered Pedagogy PDF

Facilitating Learner- Centered Teaching Unit 4: Learner-Centered Pedagogy Presented by: Louella Mikka S. Tattao CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching...

Facilitating Learner- Centered Teaching Unit 4: Learner-Centered Pedagogy Presented by: Louella Mikka S. Tattao CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Unit 4: Learner-Centered Pedagogy  Topic 1:Delivery Modalities  Topic 2: Structures for Facilitating Learner-Centered Teaching CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Learning Objectives: At the end of this lesson, you are expected to: 1. Differentiate the different learning delivery modalities; 2. Cite the benefits of each learning delivery modalities to students; and 3. Identify issues of concern pertaining to the delivery modalities CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Learner-Centered Pedagogy - Learner-centered pedagogy means putting students first and focusing on the students’ needs, abilities, interests and learning styles, with the teacher as a facilitator of learning. This classroom teaching method acknowledges the student voice as being central to the learning experience for every learner. Learner-centered pedagogy requires students to be active, responsible participants in their own learning (Weimer, 2013). CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Topic 1: Delivery Modalities 1. Face-to-Face 2. Blended Learning 3. Online Learning 4. Distance Learning CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 1. Face-to-Face  Face-to-face learning is an instructional method where course content and learning material are taught in person to a group of students.  Learners benefit from a greater level of interaction with their fellow students as well. Face-to-face learning ensures a better understanding and recollection of lesson content and gives class members a chance to bond with one another and there are opportunities for active engagement, immediate feedback, and socio-emotional development of learners. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 2. Blended Learning (Hybrid Learning)  Blended learning (also known as hybrid learning) is a method of teaching that integrates technology and digital media with traditional instructor-led classroom activities, giving students more flexibility to customize their learning experiences.  Blended learning combines the best aspects of face-to-face teaching and online instruction in ways that enable students to learn at their own pace. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 2. Blended Learning (Hybrid Learning)  The flipped classroom, is one type of blended learning model in which students view lecture material prior to class, then spend class time engaging in exercises under the supervision of the teacher. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 2. Blended Learning (Hybrid Learning)  Educators have developed six models for blended learning. 1. Face-to-Face Driver 2. Rotation 3. Flex 4. Online Lab 5. Self Blend 6. Online Driver CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 6 Models for Blended Learning (Hybrid Learning) 1. Face-to-Face Driver  Face-to-face driver is a blended learning model in which teachers deliver most of the curriculum. Teachers lead the class in a lecture following an established protocol taking precedence and technology being a secondary thought. However, they also produce online resources to supplement or revise course material which students can study at home, in the classroom or in a technology lab. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 6 Models for Blended Learning (Hybrid Learning) 2. Rotation  In the Rotation model of blended learning: within a given course, a student rotates on a fixed schedule between learning online in a one-to-one, self-paced environment and sitting in a classroom with a traditional face-to-face teacher. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 6 Models for Blended Learning (Hybrid Learning) 3. Flex  Flex model of blended learning features an online platform that delivers most of the curricula. It’s the model where most of the learning is done online and the face-to-face model exists to provide on-site support for a flexible and adaptive, as required basis through in-person tutoring sessions and small group sessions. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 6 Models for Blended Learning (Hybrid Learning) 4. Online Lab  Online lab is a model of blended learning that characterizes programs that rely on an online platform to deliver the entire course but in a brick-and-mortar lab environment. The entire course and teaching are done online. Teachers interact with students through pre-recorded videos, audio and video conferences or discussion forums and email. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 6 Models for Blended Learning (Hybrid Learning) 5. Self- Blend  The Self - Blend model is a fully individualized approach that allows students to choose to take one or more courses online to supplement their traditional school’s catalog. Maximum part of the learning is done online, but the student will still attend face- to-face classes. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 6 Models for Blended Learning (Hybrid Learning) 6. Online Driver  Online Driver involves online platform as well as teachers to deliver the curricula. Students work from remote locations most of the time and come to school for optional or required face-to- face classes. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 3. Online Learning  In online courses, students "attend" class by visiting the class web pages. They complete assignments according to the class schedule. Students communicate with the instructor and classmates using e-mail and online discussion forums. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities 4. Distance Learning  This refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. Distance learning describes any learning that happens without the students being physically present in the lesson. (However, this could also apply to the teacher in certain situations.). CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities Common Types of Distance Learning 1. Video Conferencing 2. Synchronous Learning 3. Asynchronous Learning 4. Open- Schedule Online Courses 5. Fixed- Time Online Courses 6. Computer- Based Distance Education CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities Common Types of Distance Learning 1. Video Conferencing  is a common way for teachers to interact directly with students in live lessons. This could be a one-on-one session or a class-like scenario in which multiple students connect to the teacher live. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities Common Types of Distance Learning 2. Synchronous Learning  is when all the students learn together at the same time (and often even place) but the instructor is at another location. It often features video or teleconferencing that connects teachers and learners digitally. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities Common Types of Distance Learning 3. Asynchronous Learning  is a less connected but also less constrained format. Instead of live online lessons, students are given learning tasks with deadlines. They then self-study to complete the assignments. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities Common Types of Distance Learning 4. Open- Schedule Online Courses  add yet another layer of flexibility. It is a type of asynchronous course setup, except there aren’t any deadlines either. This is ideal for learners with other demands on their time, such as professionals or stay-at-home parents. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities Common Types of Distance Learning 5. Fixed- Time Online Courses  are a type of synchronous course that requires online users to all visit a specific virtual location at a set time and place (e.g. a webinar). Unlike more rigid synchronous lessons, this does allow students from anywhere in the world to connect and interact online. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Delivery Modalities Common Types of Distance Learning 6. Computer- Based Distance Education  is a fixed-time, synchronous lesson on computers, usually a computer lab. This is most common in existing institutions that already have access to the necessary devices. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Topic 2: Structures for Facilitating Learner–Centered Teaching 1. Formal Education (Traditional Education) 2. Non- Formal Education 3. Alternative Learning System (ALS) 4. Alternative Delivery Mode (ADM) CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Learning Objectives: At the end of this lesson, you are expected to: 1. Explain the different structures for facilitating learner- centered teaching; 2. Summarize the features of different structures for facilitating learner centered teaching CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 1. Formal Education (Traditional Education)  also known as back-to-basics, conventional education or customary education, refers to long-established customs that society traditionally used in schools. Some forms of education reform promote the adoption of progressive education practices, a more holistic approach that focuses on individual learners ' needs and self-control. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 1. Formal Education (Traditional Education)  This focused on rote learning and memorization, which must be abandoned in favor of student-centered and task-based approaches to learning. Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Advantages of Formal Education (Traditional Education)  Interactive  Most learners consider the traditional classroom environment beneficial for learning because they can interact with the teacher and their classmates through cooperative activities and group work, the possibility of asking questions and receiving immediate answers is important. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Advantages of Formal Education (Traditional Education)  Motivating  The learning atmosphere of the traditional classroom helps them to stay focused and keeps them motivated; unlike virtual classrooms, where procrastination can become a common attitude, traditional classrooms preserve a feeling of “now and here” all through the learning process. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Advantages of Formal Education (Traditional Education)  Accessible  In a traditional classroom environment, learning begins with the teacher sharing his knowledge with learners, proceeds with discussions between the teacher and the learners and ends with the new information written in notebooks. For learners of specializations that have nothing to do with technology, printed courses and books from the library are, in most cases, enough. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Advantages of Formal Education (Traditional Education)  Organized  This provides learners with a fixed schedule and specific periods dedicated exclusively to learning. learners in this situation prefer to be “forced” to schedule classes first and then plan other activities around them. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 2. Non- Formal Education  Non-formal education is purely a correspondence course. According to UNESCO (2010, non-formal education helps to eradicate illiteracy among adults, ensures equal access to education, and improve women access to vocational training, science, technology and continuing education. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Informal Education  Informal learning occurs in an out-of-school setting and can be linear or non-linear and often is self-paced and visual- or object- oriented. It provides an experiential base and motivation for further activity and learning. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Formal Informal Non-Formal Education Education Education Goal Specific aims are No pre- Has clear-cut well fixed in determined aims aims in sight. advance. Age Limit Started at a No age limit for No age limit. A particular age, is the start or person of any continued and completion of age group can thus over the this type of enter in this years it is education. It is setup and completed. never going and continue his never ending studies. process. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Formal Informal Non-Formal Education Education Education Work Schedule Fixed Not Fixed Fixed Rules and Rules and No rules and Sometimes Regulations regulations are regulations. rules and there. So there is no regulations Obedience of question of are those is obedience of observed. It is mandatory for those rules based upon all the learners and part time of that school regulations and own time table CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Formal Informal Non-Formal Education Education Education Organizing Body Always Unorganized There is an organized of education. organized type of There is no body behind education, organized or in the some body behind background, organized or in the body is behind background. the establishment of the school. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Formal Informal Non-Formal Education Education Education Time Bond/ Syllabus is There is no There is a Syllabus completed syllabus and syllabus here so there is no and time question of period is completing defined to the syllabus. complete the syllabus. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching Formal Informal Non-Formal Education Education Education Qualification Only a Anybody may Qualified of teacher qualified act as a person is person can teacher in a required to act as a situation. Even impart teacher and a student may education. In his duty is to sometimes, other hand, impart play the role electronic education of a teacher medias are in some used also, to situation. impart education. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching The Mobile Teacher  Mobile Teachers are “specialized” teachers who live among the people in remote barangays of the country conduct the BLP for illiterate out-of-school youth and adults who are willing to learn basic literacy skills, Accreditation and Equivalency (a continuing education) for those who left formal school system or have no access to schools ((DepEd, 2020). CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Learning System (ALS)  The Alternative Learning System (ALS) is a ladderized, modular non formal education program in the Philippines for dropouts in elementary and secondary schools, out-of-school youths, non-readers, working Filipinos and even senior citizens. It is part of the education system of the Philippines but an alternative to the regular classroom studies where Filipino learners are required to attend daily. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Learning System (ALS)  The ALS is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System (BALS), which benefit those who cannot afford formal schooling and follows whatever is their available schedule. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  ADM is an alternative modality and is being done within the confines of the formal system that allows schools to deliver education to marginalized learners and those at risk of dropping out in order to help them overcome personal, social and economic constraints in schooling. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  ADM refers to the non-traditional education program recognized by the Department of Education (DepEd) which applies. It is a flexible learning philosophy and a curricular delivery program that includes non-formal and informal sources of knowledge and skills. It makes use of modularized instructional materials but which are articulated with the formal Basic Education curriculum. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  Modified In-School-Off-School Approach (MISOSA)  The Enhanced Instructional Management by Parents,Community and Teachers (e-IMPACT) Learning System  Open High School Program (OHSP) CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  Modified In-School-Off-School Approach (MISOSA) MIMOSA is a program developed by the Bureau of Elementary Education (BEE) and piloted in 14 schools in 2005. MISOSA aims to: Access for quality education Solve congestion in schools with big enrolment Address the need of children for adequate learning materials Mobilize and strengthen community support Improve learners’ performance CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  Modified In-School-Off-School Approach (MISOSA) - MISOSA is implemented in large classes (with more than 50 learners) in Grades 4, 5 and 6 to address the perennial problem of congestion resulting from lack of classrooms, shortage of teachers, overpopulation, and other factors. It is a technology enhanced ADM, which enables schools to deliver elementary education despite the lack of teachers, classrooms and other concerns. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  Modified In-School-Off-School Approach (MISOSA) - MISOSA method makes use of modular instructional materials in different learning areas. Given the frequency of MISOSA classes, progress of the student is being monitored through: attendance, periodical tests based on both classroom discussions and off school modules, and the children are being required to compile their short quizzes in to a portfolio. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  Modified In-School-Off-School Approach (MISOSA) Classes under MISOSA are divided into two groups: a. In-School Group learns in a typical classroom set-up b. Off-School Group is given the flexibility to learn and do activities independently, or with a learning facilitator. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  The Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT) Learning System - This learning system is a technology-enhanced alternative delivery mode developed by the SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) to address issues in accessibility and quality of education in schools usually handled by a few teachers teaching multigrade classes. The learning system follows a set of principles to guide implementation. CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Structures for Facilitating Learner–Centered Teaching 3. Alternative Delivery Mode (ADM)  Open High School Program (OHSP) - OHSP is an alternative mode of formal secondary education program for both public and private schools run by the Bureau of Secondary Education (BSE) of the Department of Education (DepEd) of the Republic of the Philippines. The program provides an opportunity for elementary school graduates, learners who are unable to start or complete secondary education due to problems of time, distance, physical impairment, financial difficulties, social or family problems and successful examinees of the Philippine Education Placement Test (PEPT) to complete secondary education in a purely distance learning mode ((DepEd, 2020). CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION  Facilitating Learner-Centered Teaching Thank you for listening CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION