Syllabus in Facilitating Learner-Centered Teaching (CPE 104) COEd-BSEd-SYL-CPE 104

Republic of the Philippines

MINDANAO STATE UNIVERSITY
Fatima, General Santos City

COLLEGE OF EDUCATION
1st Semester, School Year 2019-2020

University Vision : To be a globally competitive university in Southern Philippines.

University : To provide competent human resources for the development of Southern Mindanao and to help improve the
Mission living conditions of Muslims and indigenous people.
College Goals : 1. Instruction: Develop highly skilled, competent and globally competitive teachers and educational leaders.
2. Research: Generate Science-based information as well as educational technologies and innovations
through research and development.
3. Extension: Engage proactively with the service communities through high-impact and culturally responsive
extension and outreach programs.
Program : 1. Produce critical, analytic and creative secondary school teachers in the fields of Biology, English, Filipino
Objectives and Mathematics.
2. Hone the theoretical and practical teaching skills of teachers in both content and pedagogy, as well as
communication and other lifelong learning skills and
3. Mold passionate teachers imbued with integrity and professionalism worthy of emulation.

Course Title : Facilitating Learner-Centered Teaching

Course Number : CPE 104 Hours / Week: 3 hours a week Pre-requisites : CPE 100
Course : This course is designed to acquaint pre-service teachers with the educational theories and practices anchored
Description on learner-centeredness and research on learning. As such, this course focuses on the processing of
developmental theories as applied in various teaching-learning delivery modes to enhance learning.

COURSE CONTENT
MODULE 1 :OVERVIEW 1 Meeting
Lesson 1. Overview of VMGO/ Course Lesson 8. Neo-Behaviorism
a. Teaching vs Learning p.1-18 • Tolman’s Purposive Behaviourism
p.91-104
b. Effective vs Efficiency • Bandura;s Social Learning Theory
c. Metacognition • Educational Implications of Social Learning Theory
MODULE 2 : FOCUS ON THE LEARNER 6 Weeks
Lesson 2. The 14 Psychological Principles Lesson 9. Cognitive Perspective
• Cognitive & Metacognitive Factors •Gestalt Theory & Principles
p.19-25
• Motivational & Affective Factors •Insight Learning p.105-114
• Developmental & Social Factors •Life space by Lewin
• Individual Differences Factors
Lesson 3. The 5 Developmental Theories Lesson 10. Information Processing
• Theory of Sigmund Freud •Types of Knowledge
• Theory of Erik Erikson p.29-46 •Stages in Information Processing Theory
p.105-124
• Theory of Jean Piaget •Executive Control Processes
• Theory of Lawrence Kohlberg
• Theory of Vygotsky & Bronfenbrener
Lesson 4. Student Diversity p.47-58 Lesson 11. Gagne’s Conditions of Learning
• Factors that bring Student Diversity •Categories of Learning
p.125-136
• 9 Diversities Enriching the Learning Envi. •9 Events of Instruction
• Some Tips on Student Diversity
Lesson 5 Learning/Thinking Styles & Multiple Intelligences p.59-70 Lesson 12. Ausubel’s Subsumption Theory
• Learning/ Thinking Styles •Meaningful Reception of Information
• The 9 Multiple Intelligences •4 Processes for Meaningful Learning p.137-142
• Teaching Strategies guided by LS & MI •Advance Organizers
•Application of Principles
Lesson 6. Learners with Exceptionalities p.71-78 Lesson 13. Bruner’s Constructivist Theory
• 6 Categories of Exceptionalities •Spiral Curriculum •Bruner’s Constructivist Theory
p.143-152
• 5 Physical Disabilities & Health Impairments •Discovery Learning •Application of Principles
• People-First Language
MODULE 3 : FOCUS ON LEARNING 6 Weeks Lesson 14. Constructivism Theory
Lesson 7. Behaviorist Perspective • Views of Constructivism
• Classical Conditioning by Pavlov/Watson • Characteristics of Constructivism p.153-160
p.79-90 • Organizing Knowledge
• Connectionism by Thorndike
• Operant conditioning by Skinner •Applying Constructivism in Facilitating Learning

Prepared by: Ava Clare Marie O. Robles, Ph.D. Status: Approved Issue Date : August 8, 2015 Next review date: On event of change Page: 1 of 2
Approved by: Version: 1.0 Effective Date : August 10, 2015 Document owner: College of Education

“Uncontrolled Document if Reproduced without Authorization”

 Syllabus in Facilitating Learner-Centered Teaching (CPE 104) COEd-BSEd-SYL-CPE 104

MODULE 4 : FOCUS ON CLASSROOM PROCESSES 5 Weeks

Lesson 15. Transfer of Learning Lesson 19. Motivation
•Types of Transfer •Meaning & Types of Motivation
• Conditions & Principles of Transfer p.161-168 •Theories of Motivation p.211-220
•Student Diversity in Motivation
•Role of Extrinsic/Intrinsic Motivation
Lesson 16. The Revised Bloom’s Taxonomy of Lesson 20. Theories on Factors Affecting Motivation
•Educational Objectives •Attribution Theory
•The Original Bloom’s Taxonomy •Self-efficacy Theory
•The Revised Taxonomy & Its Uses p.169-186 •Self-determination & self-regulation theories p.221-234
•Practical Guide to the Revised Taxonomy •Choice Theory
•Maslow’s Hierarchy of Needs
•Goal Theory
Lesson 17. Sternberg’s Successful Intelligence Lesson 21. Motivation in the Classroom
•Theory & WICS Model •Human Environmental Factors Affecting Motivation
•Successful Intelligence Theory •Teacher’s Affective Traits
•The WICS Model & Its Application •Classmates- Bullying & the Need to Belong
p.187-198 p.243-274
•Parents as Part of the Learner’s Human Learning
•Environment
•The Physical Learning Environment
•Assessment Strategies that can Increase Motivation
Lesson 18. Problem Solving & Creativity Lesson 22. Integration
•Torrance’s Creativity Framework •Attribution Theory
•Creative Problem Solving (CPS) •Self-efficacy Theory
•Other Model for Problem Solving p.199-210 •Self-determination & self-regulation theories p.275-285
•Choice Theory
•Maslow’s Hierarchy of Needs
•Goal Theory

Course Major Exams Performance Assessments Performance Assessments

Requirements Prelim – 15% Quizzes – 10% Reporting – 10%
Midterm – 15% Demo – 5% Portfolio/Seminar – 10%
Finals – 20% A.R.T./ Research – 10% Simulations – 5%
Class Policies:
1. The attendance will be checked every start of the class to encourage punctuality.
2. In case an absence is unavoidable an excuse letter, duly signed by parent or guardian, will be required in the next
class session after the absence was made.
3. Three unexcused absences will result to automatic dropping from the class roll.
4. Quizzes will be given unannounced to challenge students to study.
5. Projects / requirements submitted beyond the agreed deadline will not be accepted.
6. A collaborative work skills evaluation will be done after each group activity.
7. All mobile phones must be put on silent mode.

Prescribed Textbooks and Materials:

Lucas, Maria Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: Lorimar Publishing Inc., Metro Manila, Philippines

References:
1. Calmorin, Laurentina (2011).Assessment of Student Learning 1. Rex Book Store Publishing, Manila.
2. Conception, Benjamin.et.al. (2016). LET Reviewer. MET Review Center, Manila.
3. Garcia, Carlito D. (2008).Measuring & Evaluating Learning Outcomes. Books Atbp.Publishing Corp.,Mandaluyong.
4. Robles, Ava Clare Marie O. (2012). Ed 103 Format 1. Retrieved on March 5, 2014 from http://www.slideshare.net

Professor’s Information:
Contact No.: 09171239524 (Globe); 09420383915 (Sun) Facebook Acct: Blissful Days
Email Add: kawawanaman29@gmail.com Blog: cpe104.blogspot.com

“THIS SYLLABUS IS SUBJECT TO CHANGE AT THE DISCRETION OF THE PROFESSOR”

Prepared by: Ava Clare Marie O. Robles, Ph.D. Status: Approved Issue Date : August 8, 2015 Next review date: On event of change Page: 2 of 2
Approved by: Version: 1.0 Effective Date : August 10, 2015 Document owner: College of Education

“Uncontrolled Document if Reproduced without Authorization”