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 DESIGN MATRIX

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

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

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

 Discuss the subject course outline, D. Class Rules and Regulations  Class discussion
class rules and regulations, and E. Course Outline  Group activity
grading system. 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 occur
 Explain the different metaphors of A. Different Metaphors and  Buzz session Assignment  Laptop if the
learning. Theories of Learning  Processing of s  Marker individual is forced to
group sharing learn
 PowerPoint
Presentation
 Interactive
discussion

Week  Identify the types and qualities of B. Types and Qualities of  Group reporting  Internet  Research output  Encouragement
2 learning. Knowledge  Deepening research  Printed copy of  Perceptive
 PowerPoint output instructional ness
C. Learning Objectives in the Presentation  Quiz objectives  Social Issue:
 Explains the importance of the Classroom  Open forum  Board marker Teachers teaching in
learning objectives in  Interactive discussion the classroom even
designing/planning activities for the 1. Cognitive Domain without a lesson plan
learners. 2. Affective Domain
 Discuss the learning objectives 3. Psychomotor Domain
according to their level in the
different domains.
Week  Compare and contrast cognitive and III. Cognitive and  Dyads  Written  LED TV/PC  Clarity
3 metacognitive processes. Metacognitive  Research work reaction Projector  Fortitude
 Enumerate the findings about Factors in  Group paper
people who are very competent in Learning
various areas of knowledge like interaction  Quiz  Board marker  Social Issue:
mathematics or science. A. Cognitive Processes of Experts and sharing of group  Recitation People who were very
 Explain how cognitive process is and Expert Systems output good at what they do
influenced by heredity,  Power point just had better
maturation and environment. Presentation memory

 Explain the importance of prior

knowledge in learning.
 Discuss strategies that may help
activate prior knowledge.

B. Role of Prior Knowledge in

Learning
1. Strategies to Develop Prior
Knowledge

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

Week  Explain the importance of the E. Cognitive Processes in  Interactive  Oral  Projector  Correct thinking
5 cognitive strategies in dealing with Learning discussion recitation  Meta cards  Clarity of thought
the environment and in interpreting 1. Cognitive Strategies  Buzz session  Assignment  Board
different information.  Processing of group  Quiz marker
sharing
 Discuss the main goal of instruction. 2. Strategic Demands on
 Differentiate the strategic Cognitive Processing
demands on cognitive processing.

Pre-Midterm Examination

Week  Write a detailed lesson plan F. Lesson Plan Writing  Lecture  Written  Lesson Plan  Neatness
6  Design learning activities that  Lesson plan writing lesson plan  Proper planning
considers the cognitive and 1. 
metacognitive processes of learning.

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

 Discuss the connection between

motivation and behavior B. Motivation and Behavior
 Evaluate the elements of a
motivational system in relation to C. Motivational System
learning.

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

Week  Write a detailed lesson plan F. Lesson Plan Writing  Lesson plan writing  Written  Lesson Plan  Neatness
9 considering the motivational factors lesson plan  Proper planning
in learning.
 Design learning
activities.
 Midterm Examination

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

 Identify the biological predisposition

to learn in privileged domains. B. Biological
Dispositions

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

 Enumerate the barriers in adult

learning.
 Discuss the different factors how D. Adult Learning
adult learners can perform well in
the classroom.
Week VI. Socio-Cultural  Group reporting  Assignment  LED TV/Projector  Good communication
12 Dimensions of  Power point  Quiz  Board marker  Openness
Learning Presentation  Recitation  Social Issue:
 Cite social processes in learning. A. Social Processes in Learning  Open forum The Way We Teach
 Deepening Create Behavior
B. Communication Patterns  Interactive – Disorders
 Draw/design communication discussion In Culturally Different
patterns. Students
 Enumerate the types of
communication patterns in learning.
 Identify issues in consultation where
communication patterns may
mislead us .
 Give the importance of
communication.

Week  Discuss how social and cultural C. Social and Cultural  Power-point  Written  Loose handouts  Conformity
13 influences Influences on presentation group
occur which may affect research
the Cognitive and Motivational
 Board marker  Cooperation
learning. Processes output
 Lecture – discussion  Social Issue:
 Share ideas on why culture appears  Result of Obedience is a form of
to play a role in willingness to interview social
conform to a group. D. Theories of Situated Learning  Quiz influence that derives
from an authority
 Describe the different theories of figure
situated 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 Plan  Neatness
14 considering the socio-cultural lesson plan  Proper planning
influences of learners.
 Design learning activities

Week VII. Individual  Group reporting  Quiz  LED TV/Projector  Acceptance

15 Differences in  Interactive  K-W-L chart  Textbook  Uniqueness
Learning discussion  Loose  Social Issue:
 Enumerate the different theories of A. Theories of Intelligence  Open forum The
handouts
intelligence that have emerged in 1. Triarchic Theory of  Board marker standard definition of
the last 100 years. Intelligence what exactly
 Differentiate the different theories 2. Multiple Intelligence constitutes intelligence
of learning. 3. Emotional Intelligence
 Name the proponent/s of each
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 and  Presentation and  Venn  LED TV/Projector  Recognition
predict human learning styles. critiquing of outputs diagram  Board marker  Belonging
 Power point  Social Issue:
 Enumerate Kolb’s experiential Presentation No two persons are
learning theory (learning style) 1. Kolb’s Experiential  Lecture-discussion the same
theory. Learning (Learning of the lesson
Style)

Theory
 Show the relationships between 2. Honey and Mumford's
Kolb and other Variation on the Kolb
 behavioural/personality theories. System

Week  Cite ways to motivate students with C. Students with Special Needs  Library research  Quiz  Research output  Respect
17 special needs to learn. work  Research  Observation output  Uniqueness
 Work with students with special D. Diversity in Learning  Engaging with output  Board marker
needs. students with
 Show consideration of the plight of special needs
students with special needs.  Sharing of
 Design a program to be able to meet researched ideas
the needs of students with special  Program designing
needs.

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

Final Examination

X. OTHER 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.

http://www.google.com.ph/#hl=fil&tbo=d&sclient=psy-ab&q=theories+of+intelligence+power
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Diversity.htm
http://www.ehow.com/way_5461091_metacognitive-learning-strategy.html

Designed by: Noted:

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

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