Facilitating

Learner-Centered
Teaching
Objectives:

 Define the basic concept of facilitating

learner-centered teaching.
 To know the history of facilitate learner-
centered teaching.
 Describe the implementation of facilitating
learner-centered teaching.
 Strategies or ways for Facilitating Learner-
Centered Teaching
 Facilitate
Comes from the Latin “Facilis”, for
“Easy.” It means to make something
easier or more likely to happen –
Vocabulary.com
To asses the progress of (a person) –
Dictionary.com
 Facilitator
 Someone who helps to make
something happen, or who makes it
easier. – Cambridge Dictionary
The word comes from the latin word
“Facilitas” which thoroughly means
“easiness”
Facilitator of Learning
is a teacher who does not operate under the
traditional concept of teaching, but rather is
meant to guide and assist students in
learning for themselves – picking apart
ideas, forming their own thoughts about
them, and owning materials through self –
exploration and dialogue.
 Learner-Centered
Focused on the learner rather than the
teacher. –Collinsdictionary.com
Students construct knowledge through
gathering and synthesizing information
and integrating it with the general skills of
inquiry, communication, critical thinking
and problem solving.
 Learner-Centered Teaching

Isan approach that

places the learner at the
center of the learning.
 Student-Centered Learning Background

 With the advent of progressive education in the 19th century,

and the influence of psychologists, some educators have
largely replaced traditional curriculum approaches with
"hands-on" activities and "group work", which the child
determines on his own what he wants to do in class.
 Student-centred learning means reversing the traditional
teacher-centred understanding of the learning process and
putting students at the centre of the learning process.
 Maria Montessori was also an influence in centre-based
learning, where preschool children learn through play.
 To that end, the incorporation of a few
educational practices such as Bloom's
Taxonomy and Howard Gardner’s Theory
of Multiple intelligences can be
beneficial to a student-centred
classroom because it promotes various
modes of diverse learning styles.
 Implementation Considerations
 To implement a student-centred learning
environment, attention must be given to
the following aspects of learning:
 What the child is curious about learning
Teaching strategies to accommodate
individual needs: intellectual,emotional
Student's social needs: collaboration,
communication, peer approval
Approach
 The Facilitator, or activity style
 Facilitators promote self-learning and help students develop
critical thinking skills and retain knowledge that leads to self-
actualization.
 Pros: This style trains students to ask questions and helps
develop skills to find answers and solutions through
exploration; it is ideal for teaching science and similar
subjects.
 Cons: Challenges teacher to interact with students and
prompt them toward discovery rather than lecturing facts and
testing knowledge through memorization. So it’s a bit harder
to measure success in tangible terms.
 Characteristics of Learner-Centered
Teachers
 Learner-centered teaching engages students in the hard, messy
work of learning
 Learner-centered teaching includes explicit skill instruction
 Learner-centered teaching encourages students to reflect on
what they are learning and how they are learning it.
 Learner-centered teaching motivates students by giving them
some control over learning processes.
 Learner-centered teaching encourages collaboration.
 Metacognition
 Theterm was coined by an American
Developmental Psychologist John Flavell in 1979.
 Theword is composed of two important terms
“Meta” meaning beyond and “Cognition” meaning
thinking.
 Etymologically,
the word would mean “ Knowing
about your own Knowing” or simply “Thinking
about what your own thinking”.
 One can never go through the different principles
of teaching and modes of facilitating learning
without ever mentioning the theory of
metacognition. The term coined by an American
developmental psychologist John Flavell in 1979.
The word is composed of two important terms,
“meta” meaning beyond and “cognition” meaning
thinking. Etymologically, the word would mean
“knowing about your own knowing” or simply
“thinking about your own thinking”.
  Chick (2018) and the Cambridge
International Education (2018)
emphasized that more than “thinking
about your own thinking”,
metacognition is a process involving
planning, monitoring and assessing one’s
understanding and performance.
  Owen and Vista (2017) considered
metacognition as a useful mechanism
for students to improve their learning in
the classroom. This would include
immediate outcomes of learning and
also for them to understand the manner
in which they learn. They also pointed
out that since it is both knowledge and
thought process, it can be thought by
teachers.
Characteristics of Metacognition

Two Major Elements of

Metacognition:
Knowledge of Cognition
Regulation of Cognition
Metacognition Knowledge

 Learner’s knowledge of their own cognitive

abilities or declarative knowledge
 Learner’s
knowledge of particular tasks or
Task Knowledge
 Learner’s
Knowledge of different strategies
or procedural knowledge
Metacognition
Regulation
 Metacognitio
n Level

Monitoring Control

Cognitive
Level

Figure 1. Nelson and Naren’s Model (1990)

 Planning

Evaluating Monitoring

Figure 2Woolfolk’s Model (2007)

Levels of Metacognitive Learners
Reflective Learners

Strategic Learners

Aware Learners

Tacit Learners
Misconceptions about Metacognition

 It is simple process of ‘thinking about thinking’

 Cognitive Strategies are also Metacognitive Strategies
 The learner has the full control of the metacognitive
process
 Only mature learners are capable of metacognition
 The ability for metacognition is written in the genes.
 Metacognition is only a school thing
 Strategies on how to use metacognition in
the classroom
 Mnemonics
 These are words or expression that help students to memorize important
terms. It would be better if students are allowed to develop their own
mnemonics.
 Thinking Journals
 These are active learning tools that teacher may require students to make so
they keep track thinking activities. Students develop their abilities in
planning, monitoring and self-evaluating.
 Reciprocal Teaching
 This strategy is primarily aimed at developing the comprehension skills of
students by asking them to take the role of the teacher after they have read
an article or literary piece. They perform questioning, clarifying,
summarizing and predicting.
 Metacognitive Talk
 Thisis a strategy that allows students to say aloud what
they are thinking during the process of performing the
task. It may include reading a news article, solving a
problem or analyzing an environment or social issue. This
strategy may be annoying to some students but it helps
them to understand further their own process of thinking.
 Exam Wrappers
 Thisis a strategy that helps students to understand further
their performance in their long tests and examinations. It
uses a worksheet with reflective questions that may be
used by the students before and/or after the long test and
examination.
 KWL Chart
 This is a common strategy used to activate prior knowledge, help
students set expectations for what they want to learn and facilitating
them to do self-evaluation. The “K” stands for “What do I know?”
this is usually given before the lesson and help students recall if they
have encountered a similar topic before. The “W” stands for “What I
want to know?” this question helps students to clarify with their
expectations before the lesson is introduced. The “L” stands for
“What did I learn?” this is done by the students after the conduct of
the lesson.

 Concept Maps
 This strategy allows students to put meaning on the list of important
terms by connecting them to each other. Three elements have to be
present: the term, the arrow pointing to the next term and the
connecting words. The process of concept mapping requires a lot of
thinking on the part of the students as they make sense of the
different terminologies given to them.
 TEACHING AND
LEARNING FACILITIES
Objectives
 To define the teaching , learning and
facilities.
 List principles of learning.
 List principles of teaching.
 To discuss the teaching facilities.
 To discuss the learning facilities.
 Compare teaching facilities and learning
facilities.
 Explain the importance of teaching and
learning facilities.
 TEACHING

- Teaching, the profession of those who

give Instruction, especially in an
elementary or a secondary school or in
a university.
https://www.britannica.com/topic/teaching

- the act, practice, or profession of

a teacher. https://www.merriam-
webster.com/dictionary/teaching
 LEARNING

-A process that leads to change, which

occurs as a result of experience and
increases the potential of improved
performance and future learning.”
From How Learning Works: Seven Research-Based Principles
for Smart Teaching by Susan Ambrose, et al.
 FACILITIES

- Facilities are buildings, pieces of equipment,

or services that are provided for a
particular purpose.
https://www.collinsdictionary.com/dictionary/english/facilit
y
- The facility also includes furnishings,
materials and supplies, equipment and
information technology, as well as various
aspects of the building grounds, namely,
athletic fields, playgrounds, areas for outdoor
learning, and vehicular access and parking.
Teaching principles

 Encourage contact between students and faculty.

 Develop reciprocity and cooperation among students.
 Encourage active learning.
 Give prompt feedback.
 Emphasize time on task.
 Communicate high expectations.
 Respect diverse talents and ways of learning.
learning principle
 Students’ prior knowledge can help or hinder learning
 How students organize knowledge influences how they learn and apply what they
know
 Students’ motivation determines, directs, and sustains what they do to learn.
 To develop mastery, students must acquire component skills, practice integrating
them, and know when to apply what they have learned.
 Goal-directed practice coupled with targeted feedback enhances the quality of
students’ learning.
 Students’ current level of development interacts with the social, emotional, and
intellectual climate of the course to impact learning.
 To become self-directed learners, students must learn to monitor and adjust
their approaches to learning.
Teaching facilities

Facilities where in it gives information,

facts and data that can be learned while
using the area and enjoyed the amenities it
offered.
laboratories
The school has science laboratories well
equipped for the purpose of enhancing
practical applications, demonstrations
and experimentation.
Multi purpose room
The multi-purpose hall is
equipped with sound, stage,
lighting and equipment to
support school events.
gymnasium
An indoor recreation area, the
gymnasium is used for indoor
activities and sports as required.
class rooms
A classroom is a learning space, a
room in which both children and
adults learn. The classroom
provides a space where learning
can take place uninterrupted by
outside distractions
Computer laboratory
 Room or space equipped with computers
(networked or not) devoted to pedagogical
use in a school including school libraries.
The computer lab serves as the center for
teaching computer use to whole classes,
usually by a specialist computer teacher.
Classroom teachers also use the lab with their
classes for research, or for creating
technology-based projects.
Laptop
 Laptop computers, also known as notebooks,
are portable computers that you can take with you
and use in different environments. They include a
screen, keyboard, and a trackpad or trackball,
which serves as the mouse. Because laptops are
meant to be used on the go, they have a battery
which allows them to operate without being
plugged into a power outlet. Laptops also include a
power adapter that allows them to use power from
an outlet and recharges the battery.
projector
 A projector is an output device that
projects an image onto a large surface,
such as a white screen or wall. It may
be used an alternative to a monitor or
television when showing video or images
to a large group of people.
Learning facilities

It is a place that we received and

process information through our
Own experiences.
library
The school library provides information
and ideas that are fundamental to
functioning successfully in today's
information and knowledge-based
society. The school library equips
students with life-long learning skills
and develops the imagination, enabling
them to live as responsible citizens.
School garden
School gardens are a wonderful way to use the
schoolyard as a classroom, reconnect students with
the natural world and the true source of their food,
and teach them valuable gardening and agriculture
concepts and skills that integrate with several
subjects, such as math, science, art, health and
physical education, and social studies, as well as
several educational goals, including personal and
social responsibility.
museum
 The traditional role of museums is to collect
objects and materials of cultural, religious and
historical importance, preserve them, research into
them and present them to the public for the purpose
of education and enjoyment.
One of the fundamental objectives of the museum
is to educate, and it is only the museum that has the
capacity and the ability to impart cultural education
effectively as it houses the tools and materials for
doing so in its collections.
classroom
 A classroom is a learning space, a
room in which both children and
adults learn. The classroom provides
a space where learning can take
place uninterrupted by outside
distractions.
student hub
The Student Hub is the place to go for
any query related to your studies and is
also the gateway to a wealth of other
support services, such as Student
Services, Fees and Funding, learning
support services and the Academic
Administration Services.
 Teaching Facilities Learning Facilities

 Library
 School Garden
 Multi Purpose
Classroom  Museum
room
 Student Hub
 Gymnasium Science
 Laptop Laboratories
 Projector
Importance of Teaching and learning
facilities
 Studies show that school facilities have an impact on the overall school
experience of students and teachers. According to an article by PennState
University, school facilities affect teacher recruitment and retention. More
importantly, they also affect the health, behaviour and engagement of the
students. Thus, adequate facilities make it easier for the school to deliver
better education.
 Many parents often do not consider the quality of school facilities as a factor
in choosing a school for their children, looking only at exam rates. Good
equipment and facilities are part of a school’s holistic approach to improving
the learning environment and balancing academics with other important non-
curriculum activities, whether science lab facilities or sports equipment.
When a school invests in facilities, the benefits to the school go far beyond
the initial capital costs.
Helps improve environmental conditions

 School facilities improve the quality of the study environment in the school,
thus improving the quality of education. For example, if the classroom layout
considers the room’s acoustics, then the students will be able to focus and
concentrate more on their studies with teachers facing fewer distractions.
 Schools can also better utilise outdoor space by installing outdoor canopies or
waiting sheds so students can hang out during breaks, whatever the weather.
This provides the opportunity to relax outside the classroom and allows them
to refresh and refocus when returning to lessons.
 The classroom lighting also affects students’ performance. Studies found
natural light helps boost their morale and motivation, with long periods in
artificial lighting negatively affecting students’ concentration.
Facilities should depend on the school
size
 Schools with a bigger school population often result in a larger staff to
student ration. One concern is that slower learners or students requiring
learning support are more likely to be missed by teaching staff and
counsellors. Smaller schools often have better rates of attendance,
extracurricular engagement and a sense of belonging among its students
because teachers are able to focus their attention more on the limited
numbers.
 In addition, overcrowded classrooms have been linked to aggression and
decreased levels of student engagement, thus lowering the quality and level
of learning.
Quality of school facilities

 The quality of school facilities affects students in two ways. Firstly, a lack of
facilities limits the ability of a student to achieve various learning and extra
curricula activities. Secondly, a lack of facilities has a negative impact on a
teachers’ job satisfaction, which undermines their motivation to teach.
Deeper focus in education

 Although maintaining and modernising a school’s facilities have always been a

balancing act with other school expenses, more studies are beginning to
highlight the full impact of a well-equipped learning environment. In turn,
school governors and heads have a clearer understanding of the benefits and
are giving more attention to the issue.
 With the will of the school managers, and the continuing improvements and
innovations of school facilities, the learning environment is more interactive
and conducive. With good facilities, teachers will be better prepared to adapt
to the changing education requirements of their students for the job market.
CHED MEMORANDUM ORDER NO.52
SERIES OF 2007

Article I
Section 1:
Article II
Section 2: Program Administration
Section 3: Faculty
A.General Requirements
B.Qualifications of the Professional
Education Faculty
 C. Full Time Faculty Members
D. Teaching Load
E. Faculty Development
Section 4: Library
A.Library Staff
B.Library Holdings
C.Internet Access
Section 5: Facilities and Equipment
A.Classroom Requirements and Class
size
B.Laboratory Requirements
 C. Educational Technology Laboratory
Requirements
Section 6: Laboratory School or
Cooperating Schools
Section 7: Admission and Retention
Article III
Section 8: Professional Education
Courses
Article IV
Section 9: Teaching Provision
Section 10: Sanctions
Section 11: Separating and
Repealing Courses
Section 12: Effectivity
April 7, 2009
DO 32, s. 2009
National Adoption and
Implementation of NCBTS-TSNA
and IPPD for Teachers, and
Integration of its System
Operations in the Overall Program
for Continuing Teacher Capacity
Building
To: Bureau Directors
Regional Directors
Schools Division/City
Superintendents
Heads, Public Elementary and
Secondary Schools
All Others Concerned
1.Pursuant to the Implementing
Rules and Regulations of
Republic Act No. 9155 and the
operationalization of KRT2 of
the Basic Education Sector
Reform Agenda (BESRA), the
adoption of NCBTS-TSNA and
IPPD is hereby directed for all
teachers.
2. The National Competency-Based
Teacher Standards (NCBTS) defines the
desired practice of effective teaching.
The NCBTS sets performance indicators
classified in appropriate domains and
strands that guide teacher professional
development. Hence, processes and
tools are continuously developed to
support the teachers’ enhancement of
their competencies and professional
development.
3. The NCBTS-Teacher’s Strengths and
Training Needs Assessment (TSNA) Tool
is a self-assessment tool that enables
teachers to identify their professional
strengths and development needs. It is
a formative process that encourages
teachers in taking personal
responsibility of their own growth and
professional advancement with the
goal of promoting student learning.
4. Results of the individual TSNA shall be
utilized in the formulation of the
teacher’s Individual Plan for Professional
Development (IPPD). The TSNA school
level consolidated results shall inform
the development of the School
Improvement Plan (SIP) priorities for
staff development, while the division
consolidated results shall inform the
division priorities for the continuing
professional development of teachers.
5. The IPPD is a tool that serves as
a guide for teachers’ continuous
learning and development within a
calendar year. It is structured in a
way that every professional
teacher regularly and individually
prepares, implements, monitors
and updates the plan.
Developing a structured IPPD allows the
teachers to practice individual
accountability for professional growth
and shared responsibility for the entire
organization’s development. The IPPD
shows each teacher’s priority needs
that may be considered for the school-
based capacity building activities, like
mentoring, coaching, LAC sessions and
training, among others.
6. The Regional Offices shall be
supported by their training and
development personnel to organize and
orient all the divisions within their
jurisdiction for the TSNA and IPPD. In
addition, it shall take charge of the
monitoring and evaluation of division
level implementation. The Division
Office shall have the same functions
and responsibilities in the school
districts and secondary schools.
7. All concerned shall integrate the
administration of the NCBTS-TSNA
and preparation of IPPD, in their
overall program for the continuing
capacity building of teachers and
shall follow the pertinent
provisions relevant to the
implementation and monitoring of
the NCBTS-TSNA and IPPD system.
8. Immediate dissemination of
and compliance with this Order
is directed.