MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 1 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
VISION OF THE A premier Philippine university by 2028.
UNIVERSITY
MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the environment.
INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU graduates
OUTCOMES must possess.
MMSU graduates should be able to:
1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 2 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
7. socially responsible;
8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and Graduate
Education Program.
5. Develop innovative materials for instruction and training.
PROGRAM OUTCOMES Bachelor of Technical-Vocational Teacher Education (BTVTEd)
a. Demonstrate the competencies required of the Philippine TVET Trainers – Assessors Qualification Framework (PTTQF).
b. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
c. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education.
d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
e. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes.
g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and
teaching approaches.
h. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other
factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
COURSE OUTCOMES At the end of the semester, the students must have:
1. acquired necessary knowledge and skills in the different industrial arts courses taught in the basic education.
2. demonstrated common competencies in the different areas of industrial arts.
3. performed basic skills in the different competencies required in the areas of industrial arts.
4. prepared competency based learning materials in the different area of industrial arts.
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 3 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
COURSE SYLLABUS
COURSE CODE TLED 153
COURSE TITLE Facilitating Learner-Centered Teaching: The Learner-Centered Approaches with Emphasis on Trainers Methodology I
CREDIT UNITS 3
COURSE PREREQUISITE None
COURSE DESCRIPTION This course explores the fundamental principles, processes and practices on the educational philosophy of learner-centeredness. It covers the
knowledge, skills and attitudes in planning a training session plan, preparing instructional materials and organizing learning and teaching and
assessment resources. It also deals with the competencies min delivering competency-based training session which covers preparing training
session, conducting pre-assessment, facilitating training session, conducting competency assessment and reviewing delivery of training session.
CONTENT OUTLINE AND TIMEFRAME
TIME FRAME COURSE CONTENT /SUBJECT MATTER
2 hours Basic Orientation
10 hours Unit 1 Learner-centered teaching: Foundations and characteristics
A. Learner-centered teaching
B. Paradigm shift: From teacher centered to learner-centered teaching
C. Dimensions of learner-centered teaching
10 hours Unit 2 Learner-centered Psychological Principles
A. Cognitive and Metacognitive Factors
B. Motivational and Affective Factors
C. Developmental and Social Factors
D. Individual Differences
E. Legal and Policy Frameworks and Learner-centered Teaching
10 hours Unit 3 Organization and Management of Learner-Centered Classrooms
A. Forms of learner-centered classroom organization, procedures and physical structure
B. Learner-centered classroom: Roles and responsibilities
c. The role of discipline in learner centered classrooms
Unit 4. Learner-centered Pedagogy
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 4 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
10 hours A. Delivery Modalities
B. Structures for Facilitating Learner-centered Teaching
C. Methods and Strategies
D. Flexible Learning and Teaching
E. Differentiated Teaching
F. Education in Emergencies
Unit 5. Provisions of Training Methodologies I
1. Planning training sessions
10 hours 2. Facilitating learning session
3. Conducting competency assessment
LEARNING PLAN:
Desired Learning Outcomes (DLO) Course Content / Subject Matter Resource Materials Values
Teaching and Learning Assessment Task Time Infused/
Activities (TLA’s) (AT’s) Table Competencie
s
The students must have: Basic Orientation Discussion 2 hours
1. understood the course content,
requirements, grading system, Introductory Phase
and expected activities of the Overview of the Course Syllabus
course. Grading System
Requirements of the Course
Expected Activities
At the end of the unit, the pre service Unit 1 Learner-centered teaching: Interactive instruction and Written test Power Pt. 10
teacher (PST) can: Foundations and characteristics facilitated discussion. hours
a. differentiate learner-centered A. Learner-centered teaching Laptop
teaching from other teaching B. Paradigm shift: From Library/Online research
approaches (e.g. teacher centered teacher centered to LCD Projector
approach) as applied in various learner-centered teaching
teaching areas; C. Dimensions of learner- Interactive instruction and Lecture handout
b. discuss the need to shift from centered teaching facilitated discussion using
teacher-centered teaching to PowerPoint presentation.
learner-centered teaching based
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 5 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
on philosophical foundations,
teaching principles and current
research; and
c. discuss the varied roles of the
teacher in learner-centered
teaching and learning.
At the end of the unit, the pre-service Unit 2 Learner-centered Psychological Active PST-led class Unit learning log or Power Pt. 10
teacher (PST) can: Principles discussion: The PSTs will reflective journal. hours
a. discuss the psychological principles A. Cognitive and provide a brief overview of Laptop
of learner-centeredness as a basis Metacognitive Factors learner-centered
for differentiated teaching to suit B. Motivational and Affective psychological principles.
learner’s gender, needs, strengths, Factors
interests and experiences; C. Developmental and Social Lecture handout
b. identify factors that promote Factors
learner-centeredness and motivate D. Individual Differences
learners to work productively and Document analysis. PSTs will
E. Legal and Policy
be accountable for their own analyze the Basic
Frameworks and Learner-
learning; Education Act of 2013 (RA
centered Teaching
c. reflect on how developmental and 10533) framework vis-à-vis
social factors can influence learning the principles of learner
environments to promote fairness, centeredness.
respect and care; and
d. relate RA 10533 and the K-to12
framework to the principles of
learner-centeredness.
At the end of the unit, the pre service Unit 3 Organization and Management Lecture Unit learning log or 10
teacher (PST) can: of Learner-Centered Classrooms Discussion reflective journal. Laptop hours
a. identify various forms of learner A. Forms of learner-centered Structured Learning
centered classroom organization classroom organization, Experience Power point
based on learners’ needs; procedures and physical presentarion
b. formulate classroom procedures and structure
routines that promote discipline, B. Learner-centered Lecture handout
fairness, respect and care among classroom: Roles and
learners and encourage learning; responsibilities
c. design, organize and explain the d. The role of discipline in
significance of the layout of the learner centered
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 6 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
physical structure of the classroom classrooms
for active engagement of learners,
individually or in groups, in
exploration, discovery, hands-on
and self-learning activities;
d. describe the roles and
responsibilities of the teacher and
the learners for a supportive,
inspiring, motivating and productive
learner-centered classroom; and
e. evaluate which disciplinary actions
are positive and nonviolent in the
management of learner behavior.
At the end of the unit, the pre service Unit 4. Learner-centered Pedagogy Teacher-led Discussion: The Unit learning log or Laptop 10
teacher (PST) can: A. Delivery Modalities teacher initiates discussion of reflective journal. TM I module hours
a. discuss the nature of learner B. Structures for Facilitating various learner centered (planning training
centered teaching modalities, Learner-centered Teaching teaching methodologies, session)
structures, methods and strategies C. Methods and Strategies strategies and techniques.
that facilitate differentiated D. Flexible Learning and
teaching to suit learners’ gender, Teaching
needs, strengths, interests and
E. Differentiated Teaching
experiences;
b. select appropriate learner centered F. Education in Emergencies
teaching modalities, structures,
methods and strategies based on
learners’ diverse needs, learning
styles and backgrounds (i.e.
linguistic, cultural, socioeconomic
and religious);
At the end of the unit, the pre service Unit 5. Provisions of Training Lecture Written test Power Pt. (TM 1) 10
teacher (PST) can: Methodologies I Portfolio hours
1. Planning training sessions Analysis of K-2 audio-visual Laptop
a. Cited contents of TM 1 in 2. Facilitating learning session presentation
facilitating learner-centered 3. Conducting competency LCD Projector
teaching assessment
b. Developed positive attitude
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 7 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
towards TM 1 requirements
Textbook/References
Aquino, AM (2009) Facilitating Human Learning
Gray, C. (2012) Learning Theories in Childhood SAGE
Lucas, M.R.D. and Corpuz, B.B. (2014) Facilitating Learning: A metacognitive process, 4th ed. Lorimar Publishing, Inc., Quezon City, Philippines.
Serrano, E. & Paez, A. (2015). Principles of Teaching 1. Adriana Publishing Co. Inc., Quezon City, Philippines.
K-12 Primer
Training Methodologies 1 Modules
Planning Training Session
Facilitating Learning Sessions
Supervising Work-based Learning
Conducting Competency Assessment
Utilizing Electronic Media in Facilitating learning
COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)
Portfolio 20% Midterm Test
CBLM 25% Final Test
30% Major Outputs/Practicums
25% Class Standing
100%
COURSE POLICIES Attendance is a must.
Compliance to all requirements reflected in the syllabus.
Pass all written and practical examinations.
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-TLED 153
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN TLED 153 FACILITATING LEARNER-CENTERED TEACHING : THE LEARNER- Revision No. 1 Page 8 of 8
CENTERED APPROACHES WITH EMPHASIS ON TRAINERS METHODOLOGY I Effectivity Date August 12, 2020
CONSULTATION PERIOD 8:30-9:30 MWF, PA Building
FACULTY-IN-CHARGE EDWIN B. RIVERA
Academic Rank: Associate Professor 4
PRC # 0413670
Mobile: 09474735623
Email Address: erivera4461@[Link]
PREPARED BY: RECOMMEND APPROVAL: APPROVED:
EDWIN B, RIVERA EDWIN B. RIVERA ELIZA T. SAMSON PRIMA FE R. FRANCO
Faculty-In-Charge Chair, TVLED Department Dean Vice President for Academic Affairs
August 5, 2020
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
