ROMBLON STATE UNIVERSITY- CAJIDIOCAN CAMPUS/ TEACHER EDUCATION DEPARTMENT

OUTCOMES-BASED EDUCATION COURSE SYLLABUS

PROF ED 6- FACILITATING LEARNER-CENTERED TEACHING
BACHELOR OF SECONDARY EDUCATION
1ST SEMESTER, A.Y. 2024-2025

VISION, MISSION, GOALS AND OBJECTIVES

Vision

A research-based academic institution committed to excellence and service in nurturing globally competitive workforce towards sustainable development.

Mission

Romblon State University shall nurture an academic environment that provides advanced education, higher technological and professional instruction and
technical expertise in agriculture and fisheries, forestry, engineering and technology, education, humanities, sciences and other relevant fields of study and
collaborate with other institutions and communities through responsive, relevant and research-based extension services.

Quality Policy

Romblon State University commits to provide higher education through quality instruction, research, production, and community-based extension services
that meet or exceed the requirements and expectations of the university’s stakeholders. It will comply with the international standards, applicable statutory and
regulatory requirements, and continually improved the quality management system’s effectiveness through periodic monitoring and evaluation towards
sustainable outcomes.

Core Values

1. Stewardship 3. Resilience 5. Balance 7. Service

2. Competence 4. Integrity 6. Excellence
Goals

1. Quality education;
2. Globally competitive graduates;
3. Innovative and scientific approaches in teaching and learning;
4. Research competence and capability;
5. Community extension services; and

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 1

 6. Values, attitudes, critical thinking, and lifelong skills.

Objectives
1. To develop relevant expertise and competence in the academe and deliver quality education for the total development of students.
2. To produce globally competitive graduates.
3. To develop creativity and scientific approaches, and encourage innovative ideas in the academe in order to provide efficient and effective services in
the elementary and secondary levels.
4. To develop research competence among students in order to contribute to the general advancement of knowledge.
5. To facilitate the development of skills and attitudes necessary for success of the Pre-service teachers who shall be employable locally and abroad.
6. To extend educational and entrepreneurial expertise for community development.
7. To develop students’ moral character, critical thinking, aesthetic, environment and cultural values.

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. (CMO No. 75 s. 2017)

Course Code: PROF ED 6

Credit Units: 3 UNITS

Prerequisites: NONE

Program Outcomes:
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 diverse 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; and
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 2

Course Outcomes / Link to Program Outcomes:
At the end of the course, the students must be able to:

PROGRAM OUTCOMES
COURSE OUTCOMES
a. b. c. d. e. f. g. h.

Demonstrate understanding of the concepts and principles of learner- centered teaching

based on educational philosophies and research and their application in actual teaching L L P P P P P P
and learning;

Demonstrate understanding of learning environments that promote fairness, respect and L P P P P P P

L
care to encourage learning;

Demonstrate knowledge of managing classroom structure that engages learners, L L P P P P P

individually or in groups, in meaningful exploration, discovery and hands-on activities L
within the available physical learning environments;

Demonstrate understanding of supportive learning environment that nurture and inspire L L L P P P P P

learner participation;

Demonstrate knowledge of learning environments that motivate learners to work L L L P P P P P

productively by assuming responsibility for their own learning;

Demonstrate knowledge of positive and non-violent discipline in the management of L L L P P P P P

learner behaviour;

Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ L L L P P P P P

gender, needs, strengths, interests and experiences;

Implement teaching strategies that are responsive to learners’ linguistic, cultural, socio- L L L P P P P P
economic and religious backgrounds;

Demonstrate understanding of the special educational needs of learners who have been L L L P P P P P
displaced due to urban resettlement, calamities and armed conflict; and

Demonstrate knowledge of laws and policy documents that promote learner- centered L L L P P P P P
teaching.

Legends: L- Facilitates learning of the competencies (input is provided and competency is evaluated); P- Allows students to practice competencies (no input but
competency is evaluated).

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 3

 Course Requirements:
1. Major Exams (Midterm/ Final Examination)
2. Quizzes
3. Outputs specified in the assessment
4. End of every unit of the course learning log (reflective journal), and lesson plan.

Course Grading System

A. Outputs (15%)
At the end of a topic, unit, or course, submission of outputs, including the reflective journal, and lesson plan, will be required.

B. Attendance (5%)
Students’ attendance will be assessed depending on the attendance log.

C. Performance Tasks (20%)

Performance task/s will be administered in every unit/ topic/ subtopic.

D. Quiz / Participation (20%)

The quiz will be administered after the end of the units within the time given before the midterm or final exam through a summative test. Participation will
be administered in every unit.

E. Midterm / Final Examination (40%)

Midterm and Final examinations will be in the form of objective tests. The examination includes the topics covered within the time given before the
midterm or final exam.

Course Outline

ONLINE MODULAR BLENDED

WEEK TOPICS Learning Outcomes Learning Activities Assessment Learning Activities Assessment Learning Activities Assessment Tasks
Tasks Tasks
1 (1 Orientation: • Familiarize the • Download Recitation of • Read the None Face-to-face Recitation of RSU
hr) 1) RSU Vision, course overview, and read RSU Vision course orientation on the Vision and Mission
Mission, Goals course syllabus, the RSU and Mission overview, RSU Vision, Mission,
and class policies, and Vision, course Goals and
Objectives classroom rules. Course syllabus, Objectives, course
2) Course • Relate the course Syllabus, and class overview, course
Overview, to the RSU Vision,
and Course policies syllabus, and
Course Mission, Goals, and
Guide. classroom policies
Objectives

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 Syllabus, and • Create an provided in
Class Policies account on the module
Google
Classroom
and
Google
Meet.
• Attend
virtual
orientation
via Google
Meet.

1-2 UNIT 1 – Learner- a. differentiate • Attend to Formative • Receive the Formative Interactive • Unit learning
centered teaching: learner- the Assessment module Assessment instruction and log or
Foundations and centered assigned from the facilitated reflective
Characteristics teaching from course • Class instructor/ • ENGAGE discussion. A KWL journal.
other teaching readings for Participatio lecturer KWL chart chart may be used • Small group
A. Learner- approaches the week n during • Attend the to organize class presentation
centered Summative discussions. of outputs.
(e.g., Teacher- • Log in and Online Readings of
teaching centered Lectures Assessment Students will note: Groups
attend Modules for
1. Definition approach) as and • Modular Unit What they Know, choose an
online the week
2. Description/Ch applied in Discussion what they Want to appropriate
lectures • Accomplish Quiz
aracteristics various • ENGAGE know, and what graphic
and the they Learned. organizer to
teaching areas; KWL chart ELABORATE
B. Paradigm shift: discussions assessment capture the
b. discuss the need Share ideas on
From teacher- to shift from via Google Summative tasks educational Graphic Organizer. essence of
centered to teacher- Meet/ Assessment • Submit the philosophies Capture the learner-
learner- centered Google required related to essence of learner- centered
centered teaching to Classroom • Online Unit output for teacher- centered teaching teaching.
teaching learner- forums Quiz the week centered and using an Process:
1. Philosophical centered • Accomplish • ELABORATE learner- appropriate discussion of
perspectives teaching based the – Think- centered graphic organizer. learner-
- Teacher- on philosophical assessment Pair- Share teaching centered
centered foundations, tasks activity (Essay writing). Library/Online teaching
philosophies teaching • Submit using the research. This concepts
• Essentialism principles, and designated involves the through
required
• Perennialism systematic effective use
breakout
gathering of of charts

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- Learner- current outputs for rooms using information to write and/or
centered research; and the week Google a paper, create a diagrams
philosophies c. discuss the • Take Online Meet/ presentation, or Output:
• Progressivism varied roles of Quiz 1. Zoom. complete a appropriate
• Humanism the teacher in project. As used in graphic
• Constructivism learner- this context, organizer
2. Supporting centered students shall • Panel
research teaching and gather research discussion.
3. Resistance to learning. information on a This may be
change: selected article used to
Managing the (supporting learner- process
shift centeredness) from student
research journals learning. This
C. Dimensions of focusing on the would be
learner- Problem, Theories, particularly
centered Methodology, useful in
teaching Findings, and processing
1. The function of Discussion of the outputs
content Results. of the
2. The role of the research
instructor Interactive activity
3. The instruction and where the
responsibility facilitated students will
for learning discussion using present to
4. The purposes PowerPoint the class and
and processes presentation. discuss the
of assessment need to shift
5. The balance of from
power teacher-
centered
teaching to
learner-
centered
teaching
based on
their analysis
of the
research
article(s).

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 Process:
Rubrics
should be
formulated
separately for
the research
output and
the panel
discussion.
Product: An
annotated
bibliography
of library/
online
research.
• Infographic.
The students,
individually or
in small
groups, will
discuss the
varied roles
of the
teacher in
learner-
centered
teaching
and learning
using text
and graphic
presentation
or
infographics.
The output
will be
presented in
class or
exhibited in a
gallery.

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 7

 Unit 2 - Learner- a. discuss the • Attend to Formative • Receive the Formative Active student-led • Unit learning
centered psychological the Assessment module Assessment class discussion: log or
Psychological principles of assigned from the The students will reflective
Principles learner- course • Class instructor/ • ENGAGE provide a brief journal.
centeredness as readings for Participatio lecturer Active overview of • Reflective
A. Cognitive and a basis for the week n during • Attend the student- led learner-centered research.
Metacognitive differentiated • Log in and Online Readings of class psychological Students will
Factors teaching to suit Lectures discussion principles. undertake
attend Modules for
1. Nature of the learner’s and group library
online the week Summative
learning gender, needs, Discussion Question and or online
process strengths, lectures • Accomplish Assessment Answer: The research and
and • ENGAGE the
2. Goals of the interests and Active students will write write a
learning experiences; discussions assessment • Modular Unit questions reflective
via Google student- tasks Quiz
process b. identify factors concerning various paper on
Meet/ led class • Submit the
3. Construction of that promote ELABORATE psychological teachers’
Google discussion required
knowledge learner- Open- ended factors on learner-
4. Strategic centeredness Classroom Summative output for questions metacards. The centeredness
3-6 thinking and motivate forums Assessment the week teacher will then practices
5. Thinking about learners to work • Accomplish draw the that promote
thinking productively the • Online Unit metacards from a fairness,
6. Context of and be assessment Quiz ‘fishbowl’ and the respect and
learning accountable for tasks • ELABORATE students will caring
their learning; • Submit – Question actively participate attitude in
B. Motivational c. reflect on how and by answering the the
required
and Affective developmental questions on the classroom.
outputs for Answer
Factors and social metacards. • Annotated
1. Motivational factors can the week document.
and emotional influence • Take Online Learning Centers. Students will
influences learning Quiz 2. The classroom walls identify
2. Intrinsic environments to will be filled with provisions in
motivation to promote classroom RA 10533 that
learn fairness, respect, scenarios reflective highlight
3. Effects of and care; and of the factors learner-
motivation on d. relate RA 10533 relevant to centeredness
effort and the k-to-12 psychological and discuss
framework to principles of their
C. Developmenta the principles of learner-centered implications
l and Social learner- teaching. The for teaching.
Factors centeredness students will work

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 8

 1. Developmenta on the different
l influences on activities in groups
learning and, after a set
2. Social time, the students
influences on will rotate to a new
learning activity.

D. Individual Document analysis.

Differences Students will
1. Individual analyze the Basic
differences in Education Act of
learning 2013 (RA 10533)
2. Learning and framework vis-à-vis
Diversity the principles of
3. Standards and learner-
assessment centeredness

E. Legal and
Policy
Frameworks
and Learner-
centered
Teaching
1. RA 10533
2. K-to-12
Framework
Unit 3 – Organization a. identify various • Attend to Formative • Receive the Formative Brainstorming: • Summative
and Management of forms of learner- the Assessment module Assessment The students will be quizzes
Learner-Centered centered assigned from the guided in • Unit learning
Classrooms classroom course • Class instructor/ • ENGAGE identifying learner- log or
organization readings for Participatio lecturer Brainstormin centered reflective
A. Forms of based on the week n during • Attend the g with classroom journal
learner- learners’ needs; • Log in and Online Readings of provided organizations • Physical
centered b. formulate Lectures questions on leading to their map.
attend Modules for
classroom classroom and classroom own design of a Students will
online the week
organization, procedures and Discussion organization learner-centered design and
procedures routines that lectures • Accomplish classroom. layout the
and • ENGAGE the
and physical promote physical
structure discipline, discussions structure/

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 9

 1. Room fairness, respect via Google Brainstormi assessment Summative Cooperative arrangement
structuring and care Meet/ ng tasks Assessment learning and of an ideal
- For among learners Google • Submit the participatory classroom
individualized and encourage Summative • Modular Unit discussion: based on the
Classroom required
learning learning; forums Assessment output for Quiz In small groups, the principles of
- For group c. design, organize • Accomplish the week students will design learner-
and explain the • Online Unit ELABORATE a learner-centered centeredness
learning the Students will
7-9 significance of Quiz classroom and for active
- Activity- assessment • ELABORATE design their
oriented the layout of the present this to the engagement
tasks – own learner-
classroom physical class through the of learners,
structure of the • Submit Cooperativ centered use of PowerPoint individually or
2. Classroom required classroom
classroom for e learning or other form of in groups, in
routines and outputs for through
active and technology. The exploration,
procedures the week drawing with
engagement of participator group will explain discovery,
3. The social • Take Online explanations.
learners, y discussion and justify their hands-on,
environment:
individually or in Quiz 3. using design by relating and self-
Fairness,
groups, in breakout its features to the learning
respect, care,
exploration, rooms principles of activities. This
and
discovery, (group learner-centered will be
encouraging
hands-on, and classrooms. supplemente
learning work).
self-learning d by an
4. Creating a activities; Case-analysis. explanation
motivating
d. describe the In small groups, the and
learning
roles and students will work procedures
environment
responsibilities of on a classroom- that promote
the teacher and based scenario of discipline,
B. Learner-
the learners for a disciplinary fairness,
centered
a supportive, action case of respect, and
classroom:
inspiring, learners. The care among
Roles and
motivating, and students will decide learners and
responsibilities
productive the kind of learner- encourage
1. Of teachers learner- centered discipline learning.
2. Of Learners centered to be utilized to • Short
classroom; and each case. research-
C. The role of e. evaluate which based essay
discipline in disciplinary on the role of
learner- actions are positive
centered positive and discipline in a
classrooms non-violent in learner-

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 10

 1. Collaborative the centered
class norms management of classroom.
2. Logical learner • Small group
consequences behavior. presentation.
3. Consistent The group
application output of the
4. Student- Case-based
specific activity will
be presented
5. Time for
to the class.
resolution
The rest of
6. Calm spaces
the students
will be given
the chance
to give input
as to the
soundness of
the choice of
positive non-
violent
disciplinary
action
proposed by
the group
9 MIDTERM EXAMINATION

Unit 4 – Learner- a. discuss the • Attend to Formative • Receive the Formative Teacher-led • Unit learning
centered Pedagogy nature of the Assessment module Assessment Discussion: log or
learner- assigned from the The teacher reflective
A. Delivery centered course • Class instructor/ • ENGAGE initiates discussion journal.
Modalities teaching readings for Participatio lecturer Question of various learner • Briefing
1. Face-to-face modalities, the week n during • Attend the and Answer centered teaching paper.
2. Blended structures, • Log in and Online Readings of on provided methodologies, Students will
10-15
learning methods and Lecture situations. strategies and write a
attend Modules for
3. Technology- strategies that and techniques. briefing
online the week Summative
based, Online/ facilitate Discussion Dyads/Triads. paper
e-Learning differentiated lectures • Accomplish Assessment Dyads or triads of discussing
and • ENGAGE the
4. Distance teaching to suit students will gather the various
learning learners’ discussions assessment research teaching
via Google tasks

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 11

 gender, needs, Meet/ Teacher- • Submit the • Modular Unit information on a modalities,
B. Structures for strengths, Google led required Quiz previously assigned structures,
Facilitating interests and Classroom discussion output for structure or learner- methods,
Learner- experiences; ELABORATE centered teaching and
forums the week
centered b. select Summative Each student strategy. The strategies
• Accomplish
Teaching appropriate Assessment will gather following that promote
the
1. Formal learner- research information shall be learner-
assessment • Online Unit information on
(Traditional) centered prescribed: centeredness
tasks Quiz a previously
2. Alternative teaching description of the and
• Submit • ELABORATE assigned
Learning modalities, structure/strategy, differentiated
System (ALS) structures, required – structure or procedure, teaching to
- Non-formal methods and outputs for Dyads/Tria learner- advantages and suit learners’
education strategies based the week ds activity centered disadvantages, gender,
(NFE) on learners’ • Take Online using teaching when to use, and needs,
- Informal diverse needs, Quiz 4. breakout strategy. The possible variations strengths,
education learning styles following (if any). The interests and
rooms
(InfEd) and information summary output experiences.
(groupwork
- The Mobile backgrounds shall be will be presented to • Portfolio.
).
Teacher (i.e., Linguistic, prescribed: the class. Students will
3. Alternative cultural, socio- description of be required
Delivery economic and the to compile
Modes (ADM) religious); and structure/strate an
- Modified c. draw on gy, procedure, annotated
In-School appropriate advantages portfolio that
Off-School learner- and showcases a
Approach centered disadvantages range of
(MIMOSA) teaching , when to use, different
- Enhanced modalities and and possible learner-
Instruction strategies to variations (if centered
al formulate any). teaching
Managem teaching strategies
ent by procedures that that are
Parents, address the responsive to
Communit special learners’
y and educational linguistic,
Teachers needs of cultural,
(e-IMPACT) learners in socio-
- Open High difficult economic
School circumstances. and/or

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 12

 Program religious
(OHSP) backgrounds
. Each
C. Methods and strategy will
Strategies be
1. Methods annotated.
- Active The
learning annotations
activities will include a
- Cooperativ short
e learning description,
activities procedure
- Inquiry and (how to
inductive implement
learning the strategy)
activities and an
explanation
2. Learner- of how the
centered strategy
Instructional illustrates
Strategies responsivene
- Cooperativ ss to a
e learning particular
– contextual
Presentatio background.
ns Some or all of
- Panels/Exp the strategies
erts may also be
- KWL (or accompanie
KWHLAQ) d by an
- Brainstormi excerpt from
ng a lesson plan
- Learner- that illustrates
created how the
media strategy can
- Discussion be
- Small incorporated
group in a lesson.

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 13

- Case • Simulation.
studies Students
- Jigsaw formulate
- Learning teaching
centers procedures
- Experiment using
s appropriate
- Role play learner-
- Simulation centered
- Laboratory teaching
- Workshop modalities
- Demonstra and
tion strategies to
- Index card address the
- Inquiry- learning
based needs of
- Mental learners
models affected by
- Project- a
based hypothetical
learning emergency
- Problem- situation –
based calamity or
learning armed
- Discovery conflict. The
learning output is a
- Q&A documentati
session on of the
- Social teaching
media procedures.
- Games or
gamificatio
n
- Competitio
ns
- Debate

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 14

 D. Flexible
Learning and
Teaching
E. Differentiated
Teaching
F. Education in
Emergencies
1. Foundational
standards
2. The teaching
and learning
domain
- Curricula
- Training,
professiona
l
developm
ent and
support
- Instruction
and
learning
processes
- Assessment
of learning
outcomes
Unit 5 – Learner- a. identify the • Attend the Formative • Receive the Formative Teacher-led • Summative
centered Lesson Plans different parts, assigned Assessment module Assessment Discussion quizzes
functions, and course from the The teacher • Unit learning
A. The Learner- characteristics readings for • Class instructor/ • ENGAGE facilitates the log or
centered of a learner- the week Participatio lecturer Presentation review of a lesson reflective
Lesson Plan centered lesson • Log in and n during • Attend the of lesson plan identifying journal.
16-18 1. Detailed lesson plan; attend Online Readings of plan samples various elements of • Comparison
vs. daily lesson Lectures learner- matrix.
b. compare and online Modules for Summative
log and centeredness. The Students, in
contrast an lectures the week Assessment
2. Parts of the Discussion learners will be small groups,
exemplar and • Accomplish guided in will
learner- • ENGAGE • Modular Unit
learner- discussions the determining if the summarize
centered
centered lesson via Google Quiz lesson plan, in their outputs
lesson plan

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 15

 plan with Meet/ Teacher- assessment ELABORATE general, adheres from the
B. Instructional teacher- or Google led tasks Writing of to the principles of Gallery Walk
Learning content- Classroom discussion • Submit the lesson plan learner- in a matrix
Processes centered lesson forums required centeredness. and then
1. Learning Summative present their
plans; • Accomplish output for
objectives c. craft a lesson the Assessment the week Independent summary to
2. Teaching plan chunk assessment learning through the whole
• Online Unit Gallery Walk. class and
content emphasizing the tasks Quiz The students will facilitate
3. Lesson use of a • Submit • ELABORATE have a walk discussion.
planning selected required Presentatio through a gallery of • Lesson plan
- Pre- strategy; and outputs for
planning n of lesson lesson plans. They chunk. The
d. implement the the week plan and will then evaluate students will
- Lesson designed lesson • Take Online demonstrat the components of be required
planning
plan chunk and Quiz 5. ion the lesson plans vis- to design a
- Implement the teaching à-vis principles and chunk of a
ation
appropriately characteristics of lesson plan
- Evaluation learner- focusing on
chosen/selecte
C. Lesson
d strategy in centeredness, the strategy
Chunking and noting similarities that will be
response to
Microteaching and differences. A used in
learners’ diverse
Basics rubric or evaluation teaching the
needs, learning
styles, and guide will greatly lesson chunk.
facilitate the • Microteachin
backgrounds
activity. g. Students
(i.e., Linguistic,
will
cultural, socio- Explicit instruction implement
economic, and on lesson chunking the lesson
religious). and plan chunk
microteaching, through
where the “You demonstratio
Do” phase will n teaching to
serve as the a small group
assessment. of peers. The
focus of
assessment is
on the
appropriaten
ess of the

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 16

 strategy and
delivery in
addressing
learners’
diverse
needs,
learning
styles, and
backgrounds
.
SUBMISSION OF REQUIRED/MISSED OUTPUTS
18
FINAL EXAMINATION

(Topics, suggested activities and performance tasks were adapted from the Philippine National Research Center for Teacher Quality. (2019). Prototype Syllabi for Pre-service Teacher
Education Compendium Series: Compendium 1: Professional Education Courses. Available online: https://rctq.ph/files/prototype-
syllabi/1ProfessionalEducationPrototypeSyllabiCompendium.pdf)

References:

Cross, P. (2016). Collaborative Learning techniques: Writing perfect learning outcomes. Christian Brothers University. Available online:
https://www.cbu.edu/assets/2091/writing_perfect_learning_outcomes.pdf

Department Order No. 13, series of 2019 – Policy Guidelines on the Implementation of the Enhanced Alternative Learning System (ALS) 2.0. Available online:
http://www.deped.gov.ph/wp-content/uploads/2019/06/DO_s2019_013.pdf

Department Order No. 42, series of 2016 – Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Available online:
http://www.deped.gov.ph/2010/05/17/do-58-s-2010-implementing-guideline-for-alternative-learning-system-als-programs/

Department Order No. 54, series of 2012 – Policy Guidelines on the Implementation of Alternative Delivery Modes (ADM). Available online:
http://www.deped.gov.ph/wp-content/uploads/2012/06/DO_s2012_54.pdf

Department Order No. 58, series of 2010 – Implementing Guidelines on Alternative Learning System (ALS) Programs. Available online:
http://www.deped.gov.ph/2010/05/17/do-58-s-2010- implementing-guideline-for-alternative-learning-system-als-programs/
Developing Learner-Centered Teaching. (n.d.). Google Books.
https://books.google.com.ph/books?hl=en&lr=&id=oyvFCkwjJWoC&oi=fnd&pg=PR13&dq=facilitating+learner+centered+teaching&ots=qe6zdKN6Wb&sig=Pv0FWfy
GdHepiG#v=onepage&q=facilitating%20learner%20centered%20teaching&f=false

Kallick, B., & Zmuda, A. (2017). Students at the center. Personalized Learning with Habits of mind. ASCD.

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 17

Republic Act No. 10533 – The Enhanced Basic Education Act of 2013. Available online at: https://www.officialgazette.gov.ph/2013/05/15/republic-act-no- 10533/

Online References

Federation University Australia. (2023, February 9). Facilitation for learning.

https://federation.edu.au/staff/learningandteaching/teachingpractice/facilitation/facilitation-
forlearning#:~:text=Effective%20facilitation%20of%20learning%20ensures,develop%2C%20create%20and%20demonstrate%20understanding.

Llego, M. A. (2022). How to create a Student-Centered Classroom. TeacherPH. https://www.teacherph.com/student-centered-classroom/

Melvin, M. (2022, March 3). Why Student-Centered Learning is Important and How Prodigy Can Help. Prodigy Education.
https://www.prodigygame.com/mainen/blog/studentcenteredlearning/#:~:text=Student%2Dcentered%20learning%20is%20important%20as%20it%20focuses%20on
%20individual,decisions%20that%20suit%20them%20best.

Supplementary Readings

Cortez, Marcos (2019). Breaking the Ice with Student-Made Videos. Available online at: https://www.edutopia.org/article/breaking-ice-student-made-videos

Dörnyei, Z. (n.d.). Creating a Motivating Classroom Environment. International Handbook of English Language Teaching, 719–731. doi:10.1007/978-0-387- 46301-
8_47

Igarashi, Takiko (2018) A second chance to develop the human capital of out-of-school youth and adults: The Philippines alternative learning system (English).
Washington, D.C.: World Bank Group. http://documents.worldbank.org/curated/en/539131530792186404/A-second-chance-to-develop- the-human-capital-of-
out-of-school-youth-and-adults-the-Philippines-alternative-learning-system

McCarthy, John (2015). Student-Centered Learning: It Starts with the Teacher. Available online at: https://www.edutopia.org/blog/student-centered- learning-starts-
with-teacher-john-mccarthy

MERLOT (2019) MERLOT Materials. Available online at: https://www.merlot.org/merlot/materials.htm?category=343369&sort.property=overallRating

Pandolpho, Beth (2019). Designing Lessons for Engagement. Available online at: https://www.edutopia.org/article/designing-lessons-engagement

Portland Community College (2014). Resources for Strategies on Learner-Centered Instruction. Available online at
https://www.pcc.edu/library/libraryandlearning/resources-strategies-learner-centered-instruction/

Tolisano, Sylvia Rosenthal (2014). Documenting FOR Learning, Langwitches Blog post. Accessed from: http://langwitches.org/blog/2015/04/19/the-what-why-
howofdocumenting4learning/

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 18

Tolisano, Sylvia Rosenthal (2015). An Update to the Upgraded KWL for the 21st Century, Langwitches Blog post. Accessed
from:http://langwitches.org/blog/2015/06/12/an-update-to-the-upgraded-kwl-for-the-21st-century/

Prepared by:

ANGELICA R. RICO, LPT

Faculty

Reviewed by:

ROSEMIN F. RABIDA, MAED

Program Chairperson

Approved by:

HERBERT M. TANSIONGCO, Ed. D.

Campus Director

PROF ED 6: FACILITATING LEARNER- CENTERED TEACHING| 19