Notre Dame of Tacurong College

City of Tacurong

Course Syllabus in PED 202 FACILITATING LEARNER-CENTERED TEACHING

I. NDTC VISION-MISSION AND GOALS:

Vision:
The Notre Dame of Tacurong College, a Catholic school, envisions to be a leading institution in Central Mindanao in terms of quality education,
development programs and updated technology in consonance with its commitment to a dynamic and transformational leadership role in the society it serves.

Mission:
The mission of Notre Dame of Tacurong College is to produce highly competent graduates imbued with Christian and desirable Filipino values, sense of
social responsibility and integrity, and to assume active leadership role in the locality and academic community through relevant and responsive programs,
creative organizational strategies and pastoral collaboration with the local church.

Goals:
a. Well-manifested NDTCian Identity
b. Excellent Leadership and Management
c. Excellent Academic Excellence
d. Quality Student Activities and Performance
e. Efficient And Effective General Services
f. Relevant Community Development and Services Programs
g. Conducive Learning And Working Environment
h. Strong Research Culture

II. INSTITUTIONAL OUTCOMES FOR INSTRUCTION:

NDTC graduates must be able to:

a. engage in the exercise of profession in a specialized field of discipline.
b. demonstrate proficiency in the application of skills and in the use of technology.
c. quest for knowledge as a lifelong endeavor.
d. communicate effectively both in English and Filipino.
e. work independently and/or in multi-disciplinary and multi-cultural teams.
f. live out the Christian and Filipino values affecting others.
g. respond willingly to local, national, and global issues and environmental concerns.
h. uphold and promote the Filipino historical and cultural heritage.
III. PROGRAM: BACHELOR OF ELEMENTARY EDUCATION and BACHELOR OF SECONDARY EDUCATION

IV. PROGRAM OUTCOMES: BASED ON CMO 74, S. 2017 & CMO 75, S. 2017
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for various learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national and global realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

V. COURSE NUMBER AND TITLE: PED 202 FACILITATING LEARNER-CENTERED TEACHING

COURSE CREDIT/UNIT: 3 units

COURSE PREREQUISITE: None

VI. COURSE DESCRIPTION:

This course explores the fundamental principles, processes and practices anchored on learner-centeredness and other educational psychologies as these
apply to facilitate various teaching-learning delivery modes to enhance learning.

VII. COURSE OUTCOMES:

At the end of the course, the students are able to:

a. Demonstrate a deep understanding of the basic approaches to studying learning and knowledge in complex domains.
b. Demonstrate a deep understanding of research and theories related to the factors affecting learning.
c. Observe and reflect on the applicability of the theories to students in their local context.
d. Articulate own views and ideas how students learn in different domains and the factors that influence this process.
e. Appreciate, value, and respect the uniqueness in the learning of each student, and the diverse characteristics of learning within a group of students.
f. Relate the various theories and research findings to their own understanding of different teaching methodologies.
g. Express some insights regarding how the design of teaching methodologies and learning activities should take into consideration the various forms of
knowledge regarding child and adolescent development.
 VIII. COURSE REQUIREMENTS:

A. Regular Attendance

The student must avoid absences beyond the allowable number of absences as specified in the Student Handbook in order not to be dropped from this
subject.

B. Grading System
Midterm Final Term Final Grade
Class work: Percentage Percentage
Class Recitation, Attendance 10 10
Assignment 20 20
Quizzes, Lesson Plans 30 60% 30 60%

Long Examination
Pre-Mid and Midterm Examination 40
Pre-Final and Final Examination _________ 40 /2 100%
100 10
C. Community Extension : Storytelling
Venues: Brgy. Poblacion Day Care Centers

IX. COURSE OUTLINE

TIME DESIRED LEARNING OUTCOMES COURSE CONTENT OUTCOMES-BASED ASSESSMENT OF RESOURCE VALUES/
FRAME (DLO) TEACHING AND LEARNING MATERIAL SOCIAL ISSUES
LEARNING (OBTL) OUTCOMES INTEGRATION
(ALO)

 Articulate the school’s I. Orientation  Lecture-discussion  Question and  Slide  Participation

Week 1 mission/vision, policies, A. Vision-Mission, Core  Group activity Answer Presentation  Courtesy
regulations, objectives and other Values and Outcomes  Video clips  Cleanliness
Day 1 important concerns. B. Student Discipline  Care
 Attentiveness
 Recognize top officials of the C. Key Officials  Class discussion
institution.  Group activity

 Discuss the subject course outline, D. Class Rules and

 class rules and regulations, and Regulations
grading system. E. Course Outline
F. Grading System

Day 2  Define learning II. Understanding Learning and  Interactive  Quiz  LED TV/PC  Social Issue:
Knowledge Acquisition discussion  Recitation Projector Learning will not
 Explain the different metaphors of A. Different Metaphors and  Buzz session Assignments  Laptop occur if the
learning. Theories of Learning  Processing of group  Marker individual is forced
 Present specific examples based on 1. Learning As A Process sharing to learn
observations agreement or Memory  PowerPoint
disagreement of a metaphor of 2. Learning As A Presentation
learning. Reflection of  Interactive
 Cite concrete ways to which these Effective Teaching discussion
metaphors of learning can be 3. Learning As A Change
addressed in the teaching-learning in Behavior
processes. 4. Learning As A Guided
Performance
5. Learning As Response
Acquisition

Week 2  Identify the types and qualities of B. Types and Qualities of  Group reporting  Internet research  Research output  Encouragement
learning. Knowledge  Deepening output  Printed copy of  Perceptive
 PowerPoint  Quiz instructional ness
 Explains the importance of the C. Learning Objectives in the Presentation objectives  Social Issue:
learning objectives in Classroom  Open forum  Board marker Teachers
designing/planning activities for the  Interactive discussion teaching in the
learners. 1. Cognitive Domain classroom even
 Discuss the learning objectives 2. Affective Domain without a lesson
according to their level in the 3. Psychomotor Domain plan
different domains.

Week 3  Compare and contrast cognitive and III. Cognitive and  Dyads  Written reaction  LED TV/PC  Clarity
metacognitive processes. Metacognitive Factors in  Research work paper Projector  Fortitude
 Enumerate the findings about Learning  Group interaction  Quiz  Board marker
people who are very competent in
 various areas of knowledge like A. Cognitive Processes of and sharing of group  Recitation  Social Issue:
mathematics or science. Experts and Expert output People who were
 Explain how cognitive process is Systems  Power Point very good at
influenced by heredity, maturation Presentation what they do just
and environment.  Interactive lecture and had better
discussion memory
 Explain the importance of prior B. Role of Prior Knowledge
knowledge in learning. in Learning
 Discuss strategies that may help 1. Strategies to Develop
activate prior knowledge. Prior Knowledge

Week 4  Determine the analogical processes C. Analogical Processes and  Rally Robin  Quiz  LED TV/PC  Correct thinking
and transfer of learning. Transfer of Learning  Lecture-discussion  Group written Projector  Cleverness
 PowerPoint output  Board marker
 Compare and contrast the ways to 1. Ways To Promote Presentation - a
promote transfer of learning. Transfer of Learning  Brainstorming t
 Explain the different theories of  Interactive lecture  Social
i Issue:
analogy. o
Lecture method
is n
still the best
 Explain metacognition. D. Learning Strategies and method in
 Discuss the different strategies Metacognitive Processes teaching
used in developing metacognition.

Week 5  Explain the importance of the E. Cognitive Processes in  Interactive discussion  Oral recitation  Projector  Correct thinking
cognitive strategies in dealing with Learning  Buzz session  Assignment  Meta cards  Clarity of thought
the environment and in interpreting 1. Cognitive Strategies  Processing of group  Quiz  Boardmarker
different information. sharing

 Discuss the main goal of instruction. 2. Strategic Demands on

 Differentiate the strategic demands Cognitive Processing
on cognitive processing.

Pre-Midterm Examination
Week 6  Write a detailed lesson plan F. Lesson Plan Writing  Lecture  Written lesson  Lesson Plan  Neatness
 Design learning activities that  Lesson plan writing plan  Proper planning
considers the cognitive and 
metacognitive processes of
learning.


Week 7  Identify the motivational problems IV. Motivational Factors in  Group reporting  Research output  LED TV/PC  Independence
in learning. Learning  Open forum  Quiz Projector  Preparedness
 Compare and contrast intrinsic A. Types of Motivation  Deepening  Board marker   Social Issue:
motivation from extrinsic 1. Intrinsic  PowerPoint  Whatever the
motivation. 2. Extrinsic Presentation cause of
 Discuss the importance of  Interactive – students'
performing the first step in discussion motivation
enhancing student motivation in problems, they
achievement contexts. usually manifest
themselves in
 Discuss the connection between B. Motivation and Behavior their behavior
motivation and behavior

 Evaluate the elements of a C. Motivational System

motivational system in relation to
learning.

Week 8  Discuss the different theories of D. Theories of Motivation  Interactive –  Oral recitation  LED TV/PC  Determination
human motivation as presented by 1. Biological Perspective discussion  Assignment Projector  Firmness
different theories. 2. Psychological  Round robin  Quiz  Cartolina  Social Issue:
 Discuss the different theories of Perspective  PowerPoint  Boardmarker Teachers usually
motivation under each perspective. 3. Humanistic Perspective Presentation assume that
 Evaluate the impact that motivation  Processing of answers students who do
brings to academic performance. well in school do
not have
 Enumerate the strengths and E. Goal Theories motivation
weaknesses of goal theory. problems.

 Explain how goal theory is applied

 in practical settings.

Week 9  Write a detailed lesson plan F. Lesson Plan Writing  Lesson plan writing  Written lesson  Lesson Plan  Neatness
considering the motivational factors  Presentation and plan  Proper planning
in learning. critiquing of lesson
 Design learning activities. plans

Midterm Examination

Week V. Developmental Dimensions  Group and individual  Oral recitation  LED TV/PC  Willing to learn
10 of Learning reporting  Assignment Projector Positive outlook
 Compare and contrast how a child A. Child vs. Adolescent vs.  Processing of report  Quiz  Textbook in life
learns from adolescents and from Adult Learning  Think-Pair-Share  Board marker  Social Issue:
adults.  PowerPoint Environment
 Explain preparedness and Pavlovian Presentation affects
conditioning.  Brainstorming intellectual
 Interactive Lecture growth.
 Identify the biological B. Biological Dispositions
predisposition to learn in privileged
domains.
 Discuss how biological dispositions
leads to learning.

Week  Trace the development of learning C. Learning Strategies and  Think-Pair-Share  Research output  LED TV/PC  Valuing
11 strategies. Metacognitive Processes  Brainstorming  Quiz Projector education
 Cite the interrelatedness of learning  PowerPoint  Textbook
strategies and metacognitive Presentation  Board marker
processes.  Interactive Lecture

 Enumerate the barriers in adult D. Adult Learning

learning.
 Discuss the different factors how
adult learners can perform well in
the classroom.
Week VI. Socio-Cultural Dimensions  Group reporting  Assignment  LED TV/Projector  Good
12 of Learning  Processing of report  Quiz  Board marker communication
 Differentiate the three important A. Guiding Students’  Power point  Recitation  Openness
cognitive processes. Cognitive Processes Presentation  Social Issue:
 Cite specific techniques for each of During Instruction  Open forum The Way We
these processes.  Deepening Teach
 Interactive – Create Behavior
 Discuss some pedagogies and B. Pedagogy and Practice discussion Disorders
practices can create a supportive In Culturally
learning environment, encourage Different
reflective thinking, and provide Students
sufficient opportunities to learn.

 Explain the importance of priming C. Twelve Principles of

cognitive processes during Effective Instructional
instruction. Design

 Evaluate caselettes as to their

effectiveness in instruction.

 Enumerate the various forms of D. Learning Environment

learning environment.

 Discuss how each of the forms of

learning environment play an
important role in student learning.

Week  Discuss how social and cultural C. Social and Cultural  Brainstorming  Written group  Loose handouts  Conformity
13 influences occur which may affect Influences on the  Power-Point research  Board marker  Cooperation
learning. Cognitive and presentation output  Social Issue:
 Share ideas on why culture appears Motivational Processes  Interactive Lecture –  Result of Obedience is a
to play a role in willingness to discussion interview form of social
conform to a group.  Quiz influence that
derives from an
 Describe the different theories of D. Theories of Situated authority figure
situated learning. Learning
  Explain the argument of Lave and
Wenger on learning.

Pre-Final Examination

Week  Write a detailed lesson plan E. Lesson Plan Writing  Lesson plan writing  Written lesson  Lesson Plan  Neatness
14 considering the socio-cultural  Presentation and plan  Proper planning
influences of learners. critiquing of lesson
 Design learning activities. plans

Week VII. Individual Differences in  Group reporting  Quiz  LED TV/Projector  Acceptance
15 Learning  Processing of report  K-W-L chart  Textbook  Uniqueness
 Enumerate the different theories of A. Theories of Intelligence  Interactive discussion  Loose  Social Issue:
intelligence that have emerged in  Open forum handouts The standard
the last 100 years. 1. Triarchic Theory of  Board marker definition of what
 Differentiate the different theories Intelligence exactly constitutes
of learning. 2. Multiple Intelligence intelligence
 Name the proponent/s of each 3. Emotional Intelligence
theory and his/their view/s of
intelligence.

 Identify the numerous theories that B. Theories of Styles  Venn diagram  Quiz  Uniqueness
have emerged to define, explain  Presentation and  Venn diagram  LED TV/Projector  Recognition
and predict human learning styles. critiquing of outputs  Board marker  Belonging
 Power Point  Social Issue:
 Enumerate Kolb’s experiential 1. Kolb’s Experiential Presentation No two persons
learning theory (learning style) Learning (Learning  Interactive Lecture- are the same
theory. Style) Theory discussion

 Explain comprehensively the cyclical

learning based on Kolb’s theory.

 Show the relationships between 2. Honey and

Kolb and other behavioural/ Mumford's Variation
personality theories. on the Kolb System
Week  Cite ways to motivate students with C. Students with Special  Library research work  Quiz  Research output  Respect
17 special needs to learn. Needs  Engaging with  Research output  Observation  Uniqueness
 Work with students with special students with special output
needs. D. Diversity in Learning needs  Board marker
 Show consideration of the plight of  Sharing of researched
students with special needs. ideas
 Design a program to be able to  Program designing
meet the needs of students with
special needs.

Week  Write a detailed lesson plan E. Lesson Plan Writing  Lesson plan writing  Written lesson  Copy of  Neatness
18 considering students with special plan instructional  Proper planning
needs. objectives
 Design learning activities.  Lesson Plan

Final Examination

X. REFERENCES

Aquino, A. (2015) Facilitating human learning. Rex Bookstore., Quezon City, Metro Manila.
Lucas, M.R. & Corpuz, B. (2014) Facilitating learning: A metacognitive process. Lorimar Publishing, Inc., Quezon City.
NDTC Student Handbook 2018 ed.
Blackburn, B. & Witzel, B. (eds.) (2014). Rigor for students with special needs. Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14
4RN;711 Third Avenue, New York, NY, 10017, USA.
Fleetham, M. (2014). Pocket pal: Multiple intelligences. Bloomsbury Publishing PLC, 1385 Broadway, New York, NY 10018, USA.
Friend, M. & Bursuck, W. (2011). Including students with special needs:A practical guide for classroom teachers. Pearson Education, Inc., Upper
Saddle River,New Jersey 07458.
Himmele, P. & Himmele, W.(2011) Total participation techniques: Making every student an active learner. ASCD, 1703 N. Beauregard St., Alexandria,
VA 22311-1714 USA.
Milana, M., Webb, S., Holford, J., Waller, R. & Jarvis, P. (eds.) (2018). The palgrave international handbook on adult and lifelong education and learning.
Macmillan Publishers Ltd., 4 Crinan Street, London, N1 9XW, United Kingdom.
Van den Bossche, P., Gijselaers, W.H. & Milter, R.(2013). Facilitating learning in the 21st century: Leading through technology, diversity and authenticity.
Springer Science+Business Media Dordrecht.
Cherry, K. (2018). Theories of intelligence in psychology. Retrieved from https://www.verywellmind.com/theories-of-intelligence-2795035.
CognitiveProcesses.com. (n.d.). Cognitive processes and learning*.Retrieved from http://www.cognitiveprocesses.com/UsesOfType/Cognitive-Processes-And-
Learning.cfm.
TeacherVision. (n.d.). Teaching students with special needs. Retrieved from https://www.teachervision.com/special-needs/teaching-students-special-needs.
The Center for Teaching and Learning. (n.d.). Bloom's taxonomy of educational objectives. Retrieved from https://teaching.uncc.edu/services-programs/teaching-
guides/course-design/blooms-educational-objectives.

Designed by: Noted:

PAZ M. BELEÑO, LPT, MATELL MELODY A. ZARAGOZA, Ed.D

Subject Instructor/Subject Area Chair/ Dean, CAS-Ed
Program Head, BEEd & BSEd