COEd OBTL Plan EDUC 201 Facilitating Learner- Centered Teaching

Republic of the Philippines

TARLAC STATE UNIVERSITY

VISION Tarlac State University is envisioned to be a premier university in Asia and the Pacific.

Tarlac State University commits to promote and sustain the offering of quality and programs in higher and advanced education ensuring equitable access to education for people
empowerment, professional development, and global competitiveness.

Towards this end, TSU shall:

MISSION
1. Provide high quality instruction trough qualified, competent and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening collaboration with local and
international institutions.
3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

E - xcellence
Q - uality
U - nity
CORE VALUES
I - ntegrity
T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 1 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered 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)

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-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 2 of 12
 COEd OBTL Plan EDUC 201 Facilitating Learner- Centered Teaching

One week (or an A. Allotted for the midterm and final exams
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 learner- 1. Flexible Learning Activities – FLA The Flexible Learning Activities (FLA) are alternative methods of facilitating teaching
centered (Online Session) learning process aside from face-to-face instruction. In this required task, students are
(1.1.1) usually expected to examine, review and analyze scholarly written articles and other
literatures pertaining to different trends and issues in pedagogy and andragogy in both
2. Demonstrate understanding of learner-centered theories national and international contexts. These written output should identify the major claims
of development or findings of each work, summarize the essential points, and offer an insightful critique.
(7.4.1) Also, the list of suggested reading materials for these tasks will be provided for the
students. ( 1.1.1; 1.2.1; 1.3.1; 1.5.1; 3.1.1; 3.3.1; 4.1.1; 4.2.1)
3. Compare child, adolescents and adult learning
(7.5.1) Moreover, field observations and interviews will be conducted also as part of FLA. The
purpose of FLA is to provide opportunities for the students to facilitate their own learning
4. Analyze concepts of individual differences in learning through authentic learning experiences. The FLA will be submitted online through the class
according to different theories of intelligence official MS teams account and will be returned with brief comments. All outputs will be
(6.3.1) graded using a rubric. Lastly, zero tolerance policy for plagiarism and intellectual
dishonesty. (1.3.1; 2.5.1; 4.4.1; 4.5.1; 5.3.1; 5.5.1; 6.2.1; 6.4.1)
5. Distinguish the different style of learning
(1.1.1) 2. Portfolio with Reflective Journal In this task, students are expected to compile all their teaching-learning activities with
written learning reflections(1.1.1; 1.2.1; 1.3.1; 1.5.1; 2.5.1; 4.4.1; 4.5.1)
6. Analyze learner-centered theories of learning (1.1.1,
6.3.1, 7.1.2) 3. Midterm and Final Examinations These written tasks are given to evaluate the students’ knowledge and understanding on
the major concepts in Facilitating Learner-Centered Teaching . These will be administered
7. Familiarize oneself to the cognitive and metacognitive to validate the results of their practical activities, to ensure understanding on the course
process of learning (6.3.1) and to prepare them for the licensure examination. In addition, items on these
examinations will be based and anchored on the Table of Specifications (TOS). (BTIs
8. Develop motivational techniques for effective learner- 1.1.1; 4.2.1; 5.1.1; 5.2.1; 5.3.1; 5.5.1)
centered learning(1.1.1, 1.3.1, 4.3.1, 4.5.1)

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 3 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered 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 . Course General Orientation Student Handbook Lecture-Discussion Method: Lecture-Discussion/ Laptop 30 mins
General Orientation for • The University and College 1. Thorough discussion of the Writeshop PPT
the class. Vision, Mission, Goals and Course Syllabus Student Handbook. Presentation
• Internalize the Objectives 2. Creative explanation of the Sharing of Great and/or any
University and • Review of the course university and college policies Moments software
College VMGOs syllabus and Introduction to and regulations. applications
as scaffolds to the topics Projector
students’ daily
learning I. Review of the Theories Lucas, MR. D. & Corpuz, B.B. Facilitating Lecture/Discussion Portfolio
experiences. of Learning Learning: A Metacognitive Process (revised -The teacher and students trace
• Appraise the Development edition) Quezon City, Lorimar Publishing the development of the Philippine Group Reporting
requirements Inc, 2018. Educational System from Pre-
and Spanish era to the present along Test Exercise PPT
expectations of national development goals and
the course. A. The Nature of Learning objectives of education(2.4.1) Quiz
1. Types of learning
2. Nature of theories of Brainstorming
learning -The students will internalize the
3. Defining learner- basic education curricular
centered reforms from 1948 to the present
(7.4.1)
B. Theories of Learning

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 4 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered Teaching

• Analyze the 1. Piaget’s Stages of Cognitive Library Research Quiz Computer

different Development Brawner,Dalisay G. Facilitating Learner- 4 hours
Theories of 2. Erikson’s Psychosocial Centered Teaching: Manila, Adriana As future teachers, the students Recitation Laptop
Development Theory of Development Publishing Co. Inc, 2018 are encourage to identify the
(1.1.1) 3. Vygotsky’s Socio-Cultural different theories of development Library Research
Theory and their proponents (1.1.1) Output
• Be familiar with 4. Kohlber’s Theory of Moral
the different Development Theory Journal Writing
proponents of 5. Freud’s Personality and
different Psychosexual Development Power Point
Theories of Theory Presentation
Development 6. Bromfenbrenner’s
(1.1.2) Bioecological Systems Theory Test Exercises

Desired Learning Teaching and Learning Assessment of Resource Time

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

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 5 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered Teaching

E. Educational Impications for -Learners are encourage to write

Teaching Adult Learners a poem (4.2.1)

Demonstrate mastery of III. Student Diversity Lecture/Discussion Quiz Computer 3 hours

the diverse needs of Vega, Violeta A. & Niela G. Prieto. Facilitating -The different concepts about
learners a. Individual differences in learning. Mandaluyong City. individual differences, thinking Recitation Laptop
learning Books Atbp, publishing Corp. 2006 and learning styles are carefully
Explain concepts of 1. Concepts of individual explained for clarification (1.1.1) Library Research
individual differences in differences in learning Output
learning according to b. Factors of individual Group Dynamicts/ Role Playing
different theories of differences -Learners are made to Journal Writing
intelligence c. Benefits of individual internalized by showing the
differences different multiple differences Power Point
Compare and contrast d. Teacher’s strategies in through role playing (1.1.2) Presentation
the different styles of handling individual
learning differences -The different learning and
e. Learning and thinking styles thinking styles of the learner will Test Exercises
f. Multiple intelligences be discussed for the learners to
g. Learners with emulate (3.3.1) (7.2.1)
(1.1.1) (3.1.1) exceptionalities/ children
(3.3.1) with special needs
(7.2.1) h. Diversity in designing and
assessing learning activities

Desired Learning Teaching and Learning Assessment of Resource Time

Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (TLAs) Tasks (ATs) Materials Table

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 6 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered Teaching

Lecture/Discussion Quiz
Related behaviorist IV. Behaviorist Perspective -Through power Point
perspective in writing Vega, Violeta A. & Niela G. Prieto. Presentation, the learners are Recitation
daily lesson plans a. Definition of Terms Facilitating learning. Mandaluyong City. given information on the
(7.5.1) b. Classical conditioning by Books Atbp, publishing Corp. 2006 importance of conditioning to
pavlovWatson the 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 cognitive Computer Computer 6 hours
understanding of perspective to the students as
learner-centered a. Gestalt Theory Lucas, MR.D&Corpuz, B.B. Facilitating contained in the PPST that each Laptop Laptop
cognitive perspective b. Gestalt Principles Learning: A Metacognitive Process teacher must possess in order
(2.3..1) (3.1.1) (7.5.1) c. Insight Learning (Revised Edition). Lorimar Publishing to function effectively on the Group report
d. Life space by Lewin Inc., 2018. classroom and in the
e. Information Processing community. (4.2.3) (7.5.1) Journal Writing
f. Types of Knowledge
g. Stages of Information Processing Vega, Violeta A. & Prieto, Nelia G. Relate to the classroom learning Portfolio Making
h. Gagne’s Condition of Learning Facilitating Learning Mandaluyong City: the types of knowledge (4.2.2)
i. Categories of Learning Books Atbp. Publishing Corp., 2006. (7.5.2) Power point
j. Events of Instruction presentation
k. Ausubel’s Meaningful Learning/Sub Relate Bruner’s Constructivist
Sumption Theory Theory in the teaching and Test exercises
l. Meaningful Reception of Information learning process (2.3.1)
m. Four purposes of meaningful
Learning Deepen one’s understanding o
n. Advance Organizer Spiral Curriculum. (2.3.2)
o. Spiral Curriculum

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 7 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered Teaching

p. Discovery Learning

Desired Learning Teaching and Learning Assessment of Resource Time

Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (TLAs) Tasks (ATs) Materials Table
Demonstrate mastery of VI. Cognitive Processes Recitation Power point 7 hours
the Cognitive processes The teacher and the learners will presentation
in every learner 1. Social interactions, inter Lucas, MR.D&Corpuz, B.B. Facilitating have thorough investigation on: Quiz
(1.1.1,6.3.1,7.2.1) personal relations, and Learning: A Metacognitive Process (Revised - The definition of Case studies/
communication in learning Edition). Lorimar Publishing Inc., 2018. constructivism (6.3.1) Critiquing cases newspaper/
process - How learning is Involving teachers journals
a. Meanings of Social transferred (1.1.1) (6.3.1)
Interactions, - The importance of Test Exercises
Interpersonal relations, Vega, Violeta A. & Prieto, Nelia G. Facilitating Bloom’s Taxonomy of
and Communication Learning Mandaluyong City: Books Atbp. objectives in the teaching
b. The school/classroom Publishing Corp., 2006. and learning process
as a social entity (6.3.1)
2. Transfer of Learning - Apply the concepts of
3. Conditions and Principles of effective questioning
Transfer technique in teaching
4. Facilitating Learning and (6.3.1) (7.2.1)
Bloom’s Taxonomy of
Objectives
5. Level of Bloom’s Taxonomy
of Objectives
6. Effective Questioning
Techniques
7. Problem Solving and
Creativity
8. Torrance Creativity
Framework
9. Stages and Creativity
Problem Solving

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 8 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered Teaching

Desired Learning Teaching and Learning Assessment of Resource Time

Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (TLAs) Tasks (ATs) Materials Table
Familiarize oneself on the VII. Metacognition In here, the learners will have Quiz Power poinT 5 hours
importance of thorough learning on: presentation
Metacognition to an 1. Definition of metacognition Lucas, MR.D&Corpuz, B.B. Facilitating - The different teching Recitation
individuals (6.3.1) 2. Three categories of Learning: A Metacognitive Process (Revised strategies to develop Laptop
Metacognitive Knowledge Edition). Lorimar Publishing Inc., 2018. Meta cognition (6.3.1) Group Report
3. Teaching strategies to - Difference between
develop metacognition novice and expert Group Activities
4. Novice and expert learners learners (6.3.1)
5. Learner-Centered Test Exercise
Psychological principles
6. Motivational and affective Vega, Violeta A. & Prieto, Nelia G. Facilitating Journal
factors Learning Mandaluyong City: Books Atbp.
7. Developmental and social Publishing Corp., 2006.
factors Other References
8. Individual difference factors
9. Cognitive and
Metacognitive Factors

VIII. Motivation The learner are going to enrich Portfolio Power point 6 hours
Gain clear Understanding their insights on the general presentation
of what Motivation can do 1. Definition of Motivation Brawner, Dalisay G. Facilitating Learner- principles of motivation Group report
to an individual (6.1) 2. Influence of Motivation in Centered Teachig. Manila: Adriana
learning Publishing Co., INC. 2018 The Learners with the guidance of Test exercises Library work
Discuss and apply the 3. General principles of the teacher will discuss the
rules and responsibilities Motivation Aquino, Gaudencio V. Effective Teaching. different needs of learners Compilation of group
of teacher as individuals, 4. Types of Motivation Mandaluyong City: National Bookstore, 2004 work
classroom managers and 5. Theories of Motivation The learners will discuss the
global teachers (6.3.1) 6. Attribution Theory difference between the types of Film showing
7. Self-Efficacy and Self- motivation
Concept Peer interview

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 9 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered 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 (Online Session)

2. Case Analysis/ Case Study

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 10 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered 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 (MS Teams platform) 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-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 11 of 12
COEd OBTL Plan EDUC 201 Facilitating Learner- Centered 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: 2021 - 2022 DR. MELLANY G. MASANGKAY DR. MELLANY G. MASANGKAY
CENTERED TEACHING 1st SEMESTER Department Chair, BEED
DR. MA. THERESA A. ACOSTA
PROF. ELIZABETH P. BALANQUIT
DR. LEODIVINA P. TAGAMA Department Chair, BSED

DR. ROSALINA C. GARCIA

Recommending Approval:
MISS ROSE ANN S. TUBAY
DR. JASPER JAY N. MENDOZA
Dean

Approved:

DR. ERWIN P. LACANLALE

Vice President for Academic Affairs

Form No.: TSU-COD-SF-15 Revision No.: 00__ Effectivity Date: August 6, 2018 Page 12 of 12