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COEd OBTL EDUC 201 Facilitating Learner- Centered
Plan Teaching
TARLAC STATE UNIVERSITY

Office of the Vice President for Academic Affairs
VISION A globally competitive university recognized for excellence in sciences and emerging technologies.
TSU shall develop highly competitive and empowered human resources fostering responsive global education, future-proof
MISSION research culture, inclusive and relevant extension programs, and sustainable production projects.
T - ruth in words, action and character

CORE VALUES S - ervice with excellence and compassion
U - nity in diversity
S - ustainable student support programs to improve access to quality education to become globally competitive.
O - utstanding international reputation and visibility through Academic and Research Exchanges.
A - ssurance of quality and excellence through accreditation, assessment, and certification with global standards.
STRATEGIC R - igorous Development Programs for executives, faculty, staff, and students.
DIRECTION H - ighly responsive and innovative Research Development and Extension programs.
S I - nvestment on modern Infrastructures, facilities and equipment to ensure inclusive and responsive delivery of services to
clients and stakeholders.
(SOAR G - ood governance, management, and accountability characterized by Truth Service and Unity.
HIGHER) H - arness active partnerships and collaboration to local and international community.
E - nhanced Production through Sustainable Income Generating Projects.
R - esponsive, Innovative and Industry-based Curricula and Instruction.
Form No.: TSU-VPAA-SF-55 Revision No.: 01 Effectivity Date: August 23, 2023 Page 1 of 12
Plan Teaching
Course Name Educ 201 – Facilitating Learner-Centered Teaching
Course Credits 3 units

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 (6.3.1) (7.2.1) (4.3.1) (4.5.1). It also includes the
demonstration of knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and
experiences.
This course also emphasizes contemporary theories and research on the cognitive, metacognitive, motivational, socio-cultural and individual
difference factors in the acquisition of knowledge. It is structured to cover the three (3) key dimensions; learner, learning and classroom process
Contact Hours/ week 3 hours
Prerequisite None
Course Outcomes 1. Demonstrate a deep understanding of the basic approaches to studying learning and knowledge in complex domains.
2. Demonstrate a deep understanding of research and theories related to the factors affecting learning.
3. Articulated their own views and ideas on how student learns in different domains and the factors that influence this process.
4. Appreciated, value and respected the uniqueness in the learning of each student and the diverse characteristics of learning with a group of students.
5. Expressed some insights regarding hoe design of teaching methodologies and learning activities should take into consideration the various
forms of knowledge regarding child and adolescent development.
COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1 A. Review of the Theories of development
Week 2 B. Developmental dimensions of learning
Week 3-4 C. Student Diversity
Week 5-6 D. Behaviorist Perspective
Week 7-8 E. Cognitive Perspective
Week 9 F. Cognitive Processes
Week 10-11 G. Metacognition
Week 12-13 H. Motivation
Week 14-17 I. Environmental Factors Affecting Motivation
Form No.: TSU-VPPA-SF-55 Revision No.: 01 Effectivity Date: August 23, 2023 Page 2 of 12
Plan Teaching
Plan Teaching
One week (or A. Allotted for the midterm and final exams
an equivalent of
three hours)
Alignment of Course Outcomes with Summative Assessment Tasks
Course Objectives Summative Assessment Task Details
1. Explain the meaning of a learning theory and 1. Flexible Learning Activities – FLA The Flexible Learning Activities (FLA) are alternative methods of facilitating
learner- centered teaching learning process aside from face-to-face instruction. In this required
(1.1.1) task, students are usually expected to examine, review and analyze scholarly
written articles and other literatures pertaining to different trends and issues
2. Demonstrate understanding of learner-centered in pedagogy and andragogy in both national and international contexts. These
theories of development written output should identify the major claims or findings of each work,
(7.4.1) summarize the essential points, and offer an insightful critique. Also, the list of
suggested reading materials for these tasks will be provided for the students.
3. Compare child, adolescents and adult ( 1.1.1; 1.2.1; 1.3.1; 1.5.1; 3.1.1; 3.3.1; 4.1.1; 4.2.1)
learning (7.5.1)
Moreover, field observations and interviews will be conducted also as part of
4. Analyze concepts of individual differences in FLA. The purpose of FLA is to provide opportunities for the students to facilitate
learning according to different theories of their own learning through authentic learning experiences. The FLA will be
intelligence submitted online through the class official MS teams account and will be
(6.3.1) 2. Portfolio with Reflective Journal returned with brief comments. All outputs will be graded using a rubric. Lastly,
zero tolerance policy for plagiarism and intellectual dishonesty. (1.3.1; 2.5.1;
5. Distinguish the different style of 4.4.1; 4.5.1; 5.3.1; 5.5.1; 6.2.1; 6.4.1)
learning (1.1.1) 3. Midterm and Final
Examinations In this task, students are expected to compile all their teaching-learning
6. Analyze learner-centered theories of learning activities with written learning reflections(1.1.1; 1.2.1; 1.3.1; 1.5.1; 2.5.1;
(1.1.1, 6.3.1, 7.1.2) 4.4.1; 4.5.1)
7. Familiarize oneself to the cognitive and These written tasks are given to evaluate the students’ knowledge and
metacognitive process of learning (6.3.1) understanding on the major concepts in Facilitating Learner-Centered Teaching
. These will be administered to validate the results of their practical activities,
8. Develop motivational techniques for effective to ensure understanding on the course and to prepare them for the licensure
learner- centered learning(1.1.1, 1.3.1, 4.3.1, examination. In addition, items on these examinations will be based and
4.5.1) anchored on the Table of Specifications (TOS). (BTIs 1.1.1; 4.2.1; 5.1.1;
Plan Teaching
5.2.1; 5.3.1; 5.5.1)
Plan Teaching
LEARNING PLAN
Desired Learning Teaching and Learning Assessment of Resource Time

Course Content/Subject Matter Textbook/ References
Outcomes(DLOs) Activities (TLAs) Tasks (ATs) Materials Table
. Conduct a . Course General Orientation Student Handbook Lecture-Discussion Method: Lecture-Discussion/ Lapto 30 mins
Course General  The University and 1. Thorough Writeshop p PPT
Orientation for the College Vision, Mission, Course Syllabus discussion of the Student Presentatio
class. Goals and Objectives Handbook. Sharing of Great n and/or
 Internalize  Review of the course 2. Creative Moments any
the syllabus and explanation of the software
University Introduction to the university and college application
and College topics policies and regulations. s
VMGOs as Lucas, MR. D. & Corpuz, B.B. Portfolio Projector
scaffolds to I. Review of the Facilitating Learning: A Metacognitive
students’ Theories of Process (revised edition) Quezon City, Lecture/Discussion Group
daily Learning Lorimar Publishing Inc, 2018. -The teacher and students
learning Development trace the development of the Reporting
experiences. Philippine Educational System
 Appraise from Pre- Spanish era to the Test PPT
the present along national
requiremen A. The Nature of Learning development goals and Exercise
ts and 1. Types of learning objectives of
expectations 2. Nature of theories education(2.4.1) Quiz
of the of learning
course. 3. Defining Brainstorming
learner- -The students will internalize
centered the basic education
curricular reforms from 1948
B. Theories of Learning to the present (7.4.1)
Plan Teaching
 Analyze 1. Piaget’s Stages of Library Research Quiz Comput

the Cognitive Development Brawner,Dalisay G. Facilitating Learner- 4 hours
different 2. Erikson’s Centered Teaching: Manila, Adriana As future teachers, the Recitation er
Theories Psychosocial Theory Publishing Co. Inc, 2018 students are encourage to
of of Development identify the different Library Research Laptop
Developmen 3. Vygotsky’s Socio- theories of development and Output
t (1.1.1) Cultural Theory their proponents (1.1.1)
4. Kohlber’s Theory of Journal Writing
 Be familiar Moral Development
with the Theory Power Point
different 5. Freud’s Personality Presentation
proponents and Psychosexual
of different Development Theory Test Exercises
Theories of 6. Bromfenbrenner’s
Developme Bioecological Systems Theory
nt (1.1.2)

Outcomes (DLOs) Activities (TLAs) Tasks (ATs) Materials Table
II. Dimensions of
Lerner- Centered Brawner,Dalisay G. Facilitating Learner- Video presentation/ Reporting Written exam PPT 3 hours
Learning Centered Teaching: Manila, Adriana -Learners are encourage to
Publishing Co. Inc, 2018 present their reports on Group reporting
A. Developmental and Developmental Dimensions
Socio- Cultural Aquino, Gaudenio V. Effective of Learning using newer Answering
Dimensions of Teaching. Mandaluyong City: National technologies (4.5.2) exercise
Learning Bookstore, 2004. reflection
1. Defining key Lecture-Discussion method
terms related Tejero, Erlinda G. Multi-Disciplinary -Students are led to Journal/ portfolio
to social Teaching Strategies. Mandaluyong City: characterized the adult making
constructivis National Bookstore, 2012. learners (4.2.1)
m
2. The Socio- Role Playing
Constructivist view -Students are encourage to
of learning role play the characteristics
Plan Teaching
3. The Situated of adolescents (4.1.2)
Learning Theory
B. How children think and
learn/ Understanding the
Generation Alpha
C. Adolescent Learning/
Understanding the
Generation Z
D. Adult Learning
Plan Teaching
E. Educational Impications -Learners are encourage to

for Teaching Adult write a poem (4.2.1)
Learners
Demonstrate Lecture/Discussion Quiz Compute 3 hours

mastery of the III. Student Diversity Vega, Violeta A. & Niela G. Prieto. -The different concepts
diverse needs of Facilitating learning. Mandaluyong about individual Recitation r Laptop
learners a. Individual City. differences, thinking and
differences in Books Atbp, publishing Corp. 2006 learning styles are carefully Library Research
Explain concepts learning explained for clarification Output
of individual 1. Concepts of (1.1.1)
differences in individual Journal Writing
learning according differences in Group Dynamicts/ Role Playing
to different learning -Learners are made to Power Point
theories of b. Factors of internalized by showing Presentation
intelligence individual the different multiple
differences differences through role
Compare and c. Benefits of playing (1.1.2) Test Exercises
contrast the individual
different styles of differences -The different learning and
learning d. Teacher’s strategies thinking styles of the learner
in handling will be discussed for the
individual learners to emulate (3.3.1)
differences (7.2.1)
(1.1.1) (3.1.1) e. Learning and thinking
(3.3.1) styles
(7.2.1) f. Multiple intelligences
g. Learners with
exceptionalities/
children with
special needs
h. Diversity in designing
and assessing learning
activities
Plan Teaching
Plan Teaching
Lecture/Discussion Quiz
Related IV. Behaviorist Perspective -Through power Point
behaviorist Vega, Violeta A. & Niela G. Prieto. Presentation, the learners Recitation
perspective in a. Definition of Terms Facilitating learning. Mandaluyong are given information on
writing daily b. Classical conditioning City. Books Atbp, publishing Corp. the importance of
lesson plans by pavlovWatson 2006 conditioning to the
(7.5.1) learners (4.2.1)
c. Connectionism Theory
by Thorndike
d. Operant Conditioning
by skinner
e. Neo-behaviorism
f. Tolman’s
Purposive
behaviorism
g. Bandura’s Social
Learning Theory
Demonstrate V. Cognitive Perspective Explains the different Compute Compute 6 hours
understanding of cognitive perspective to the
learner-centered a. Gestalt Theory Lucas, MR.D&Corpuz, B.B. students as contained in the r Laptop r Laptop
cognitive b. Gestalt Principles Facilitating Learning: A PPST that each teacher must
perspective c. Insight Learning Metacognitive Process (Revised possess in order to function Group
(2.3..1) (3.1.1) d. Life space by Lewin Edition). Lorimar Publishing Inc., effectively on the
(7.5.1) e. Information Processing 2018. classroom and in the report
f. Types of Knowledge community. (4.2.3) (7.5.1)
g. Stages of Information Processing Journal Writing
h. Gagne’s Condition of Learning Vega, Violeta A. & Prieto, Nelia G. Relate to the classroom
i. Categories of Learning Facilitating Learning Mandaluyong learning the types of Portfolio Making
j. Events of Instruction City: Books Atbp. Publishing Corp., knowledge (4.2.2) (7.5.2)
k. Ausubel’s Meaningful 2006. Power point
Learning/Sub Sumption Relate Bruner’s presentation
Theory Constructivist Theory in
l. Meaningful Reception of the teaching and learning Test exercises
Information process (2.3.1)
m. Four purposes of
meaningful Learning Deepen one’s
n. Advance Organizer understanding o Spiral
Plan Teaching
o. Spiral Curriculum Curriculum. (2.3.2)
Plan Teaching
p. Discovery Learning

Demonstrate mastery VI. Cognitive Processes Recitation Power point 7 hours
of the Cognitive The teacher and the learners presentation
processes in every 1. Social interactions, Lucas, MR.D&Corpuz, B.B. Facilitating will have thorough Quiz
learner inter personal Learning: A Metacognitive Process investigation on: Case studies/
(1.1.1,6.3.1,7.2.1) relations, and (Revised Edition). Lorimar Publishing - The definition of Critiquing cases newspaper/
communication in Inc., 2018. constructivism Involving teachers journals
learning process (6.3.1)
a. Meanings of - How learning is Test Exercises
Social transferred (1.1.1)
Interactions, Vega, Violeta A. & Prieto, Nelia G. (6.3.1)
Interpersonal Facilitating Learning Mandaluyong City: - The importance of
relations, and Books Atbp. Bloom’s Taxonomy
Communication Publishing Corp., 2006. of objectives in the
b. The teaching and
school/classroom learning process
as a social entity (6.3.1)
2. Transfer of Learning - Apply the concepts
3. Conditions and Principles of effective
of Transfer questioning
4. Facilitating Learning technique in
and Bloom’s teaching (6.3.1)
Taxonomy of (7.2.1)
Objectives
5. Level of Bloom’s
Taxonomy of
Objectives
6. Effective
Questioning
Plan Teaching
Techniques
7. Problem Solving
and Creativity
8. Torrance
Creativity
Framework
9. Stages and Creativity
Problem Solving
Form No.: TSU-VPAA-SF-55 Revision No.: 01 Effectivity Date: August 23, 2023 Page 10 of
12
Plan Teaching

Familiarize oneself on VII. Metacognition In here, the learners will Quiz Power 5
the importance of have thorough learning poinT hours
Metacognition to an 1. Definition of Lucas, MR.D&Corpuz, B.B. Facilitating on: Recitation presentatio
individuals (6.3.1) metacognition Learning: A Metacognitive Process - The different n
2. Three categories of (Revised Edition). Lorimar Publishing teching strategies Group
Metacognitive Inc., 2018. to develop Meta Laptop
Knowledge cognition (6.3.1) Report
3. Teaching strategies - Difference
to develop between novice Group
metacognition and expert
4. Novice and expert learners (6.3.1) Activities
learners Vega, Violeta A. & Prieto, Nelia G.
5. Learner-Centered Facilitating Learning Mandaluyong City: Test
Psychological Books Atbp.
principles Publishing Corp., 2006. Exercise
6. Motivational and Other References
affective factors Journal
7. Developmental and
social factors
8. Individual difference
factors
9. Cognitive and
Metacognitive
Factors
VIII. Motivation The learner are going to Portfolio Power point 6
Gain clear enrich their insights on the presentation hours
Understanding of what 1. Definition of Motivation Brawner, Dalisay G. Facilitating Learner- general principles of Group
Motivation can do to 2. Influence of Centered Teachig. Manila: Adriana motivation
an individual (6.1) Motivation in Publishing Co., INC. 2018 report Test Library work
learning The Learners with the guidance
Discuss and apply 3. General principles Aquino, Gaudencio V. Effective of the teacher will discuss the exercises
12
Plan Teaching
the rules and of Motivation Teaching. Mandaluyong City: National different needs of learners Compilation of
responsibilities of 4. Types of Motivation Bookstore, 2004 group work
teacher as individuals, 5. Theories of Motivation The learners will discuss
classroom managers 6. Attribution Theory the difference between the Film
and global teachers 7. Self-Efficacy and types of motivation
(6.3.1) Self- Concept showing
Peer
interview
12
Plan Teaching
8. Choice Theory
9. Maslow’s Hierarchy
of needs
10.Goal theory
11.Students’
diversity in
Motivation
Suggested Readings Brawner, Dalisay G. Facilitating Learner-Centered Teachig. Manila: Adriana Publishing Co., INC. 2018
and References Lucas, MR.D&Corpuz, B.B. Facilitating Learning: A Metacognitive Process. Quezon City: Lorimar Publishing
Inc., 2007. Lucas, MR.D&Corpuz, B.B. Facilitating Learning: A Metacognitive Process (Revised Edition). Lorimar
Publishing Inc., 2018. Vega, Violeta A. & Prieto, Nelia G. Facilitating Learning Mandaluyong City: Books Atbp.
Publishing Corp., 2006.
Other References:
Aquino, Gaudencio V. Effective Teaching. Mandaluyong City: National Bookstore, 2004
Brown, A.L & Campione, J.C. Guide Discovery in a Community of Learners, Classroom Lessons Integrating Cognitive Theory and Classroom Practice.
Cambrige, MA: MIT Press, 1994.
Buhler, C.M. From Birth to Maturity: An Outline of the Psychological Development of the Child. London:
Routledge. 1999. Calderon, Jose F. Foundations of Education. Manila: Rex Bookstore, 1998.
Inciong, T.G., et al., Introduction to special Education: A Textbook for College Students. Quezon City: Rex Book store, Inc.
2007. Kapunan, R.R. Education Psychology. Quezon City: Rex Book Store, Inc. 1997
Limpingco, D.A. et al. Psychology of Learning. Quezon City: Ken Incorporated. 2008.
Meece, J.L. Child and Adolescent Development for Educators. New York: McGraw-Hill. 1997.
Navarro, Rosita L. et al. Principles of Teaching and Instructional Technology. Quezon City: KATHA Publishing
Co., Inc., 1988 Recto, Angel S. Foundations of Education. Manila: Rex Printing Co., Inc., 2005
Salandanan, Gloria G. Teaching and the Teacher: Quezon City: Lorimar Publishing Co., Inc., 2005
Tejero, Erlinda G., et al. Multidisciplinary Teaching Strategies. Mandaluyog City: National Bookstore,
2012. . 2010. Yap-Patron, I. Effective Classroom Management. Quezon City: Great Books Publishing
Zulueta, Francisco M. and Zenaida V. Sevilla. Principles of Teaching Strategies. Navotas City: National
Bookstore, 2012. Experiential Learning Courses Handbook. A Project of the Teachers Education Council,
Department of Education, 2006
Course Requirements 1. Flexible Learning Activities – FLA

2. Case Analysis/ Case Study
Plan Teaching
3. Portfolio with Reflective Journal

4. Class Active Participation
5. Quizzes, Seatworks
6. Term Exam (Midterm and Finals
Grading System
Cognitive/Psychomotor:
Assignments & Seat works

10 % Quizzes 20
%
Written Exam 20 %
Recitation 20%
Oral Report 25 %
Total: 100%
Credit Grade = (Midterm Grade + Final Term Grade)/2
Cognitive/Psychomotor:
Assignments & Seatworks

10 % Quizzes 20
%
Written Exam 20 %
Recitation 20%
Oral Report 25 %
Total: 100%
Credit Grade = (Midterm Grade + Final Term Grade)/2
Classroom Policies 1. Students should attend at least 80% of the total 18 weeks’ session of the semester.
2. Students are expected to come to class on time
3. Students are expected to participate actively in class by asking questions, adding other information or raising issues.
4. Comments/ suggestions/ recommendations by the Instructor should be taken positively as a learning experience to improve oral and written works.
Form No.: TSU-VPPA-SF-15 Revision No.: 01 Effectivity Date: August23, 2023 Page 11 of 12
Plan Teaching
5. No Special Examination will be administered unless an excuse letter from parent/ guardian or medical certificate noted by the guidance
counsellor and class adviser is presented
6. Cheating, during examination, will be given a score of 5.0.
7. Late submission after the set deadlines will be given “incomplete” grades.
8. Students are expected to conduct themselves with honesty and integrity at all times.
9. Zero tolerance policy on plagiarism and/or academic dishonesty.
10.Other concerns regarding the course should be referred to the
Instructor 1.
Course Title: AY/Term of Effectively: Prepared by: Reviewed by:
EDUC 201 – FACILITATING LEARNER- AY: 2024-2025 DR. MELLANY G. MASANGKAY PROF. DEYO CARLOS L. DELA CRUZ
CENTERED TEACHING 1ST SEMESTER Chair CPT Program
MS. MELODY P. SAPAD DR. MELLANY G. MASANGKAY

Department Chair, BEED
PROF. ELIZABETH P. BALANQUIT

Department Chair, BSED
DR. JOANNE MARIE I ESCALONA

Department Chair, BECED
PROF. PAULO XAVIER V. SAMSON

Department Chair, TED
DR. ZURIEL ROSS TABIAN.

Department Chair, BPED
Recommending Approval:
DR. JASPER JAY N. MENDOZA

Dean Approved:
DR. AGNES M. MACARAEG

Vice President for Academic Affairs
Plan Teaching
Plan Teaching

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COEd OBTL EDUC 201 Facilitating Learner- Centered

TARLAC STATE UNIVERSITY

T - ruth in words, action and character

Course Name Educ 201 – Facilitating Learner-Centered Teaching

Course Credits 3 units

COURSE OUTLINE AND TIMEFRAME

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

Desired Learning Teaching and Learning Assessment of Resource Time

 Analyze 1. Piaget’s Stages of Library Research Quiz Comput

Desired Learning Teaching and Learning Assessment of Resource Time

E. Educational Impications -Learners are encourage to

Demonstrate Lecture/Discussion Quiz Compute 3 hours

Desired Learning Teaching and Learning Assessment of Resource Time

Desired Learning Teaching and Learning Assessment of Resource Time

Course Requirements 1. Flexible Learning Activities – FLA

3. Portfolio with Reflective Journal

Assignments & Seat works

Assignments & Seatworks

Course Title: AY/Term of Effectively: Prepared by: Reviewed by:

MS. MELODY P. SAPAD DR. MELLANY G. MASANGKAY

PROF. ELIZABETH P. BALANQUIT

DR. JOANNE MARIE I ESCALONA

PROF. PAULO XAVIER V. SAMSON

DR. ZURIEL ROSS TABIAN.

DR. JASPER JAY N. MENDOZA

DR. AGNES M. MACARAEG

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