LAKE LANAO COLLEGE INCORPORATED

H.omar Cadayon St. Marawi City

COURSE SYLLABUS
Course Code: PCK 6 Course Descriptive title: FACILITATING LEARNER-CENTRED TEACHING
No. of Units: 3 Units Hours/Week: 2 hours
Pre-requisites: None

Course Intended Learning Outcomes:

1. Articulate the rootedness of education in the philosophical, psychological, socio-cultural, historical, legal and political
context (CMO 75-82, s. 2017)
2. Discuss the 14 learners-centered psychological principles as applied in the teaching-Learning process
3. Demonstrate understanding of various theories on learning and development and on motivation
4. Create a physical and a psychological environment that facilitate for all kinds of learning
5. Apply the various psychological theories of learning and motivation to facilitate intrinsically motivated and
self-directed learning
6. Apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills
(PPST 1.5.1)
7. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments
(PPST 2.1.1)
8. Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning
(PPST 2.2.1)
9. Demonstrate knowledge of managing classroom structure that engages learners, individually or in group, in
meaningful exploration, discovery and hands-on activities within the available physical learning environments
(PPST 2.3.1)
10. Demonstrate understanding of supportive learning environments that nurture and inspire learner participation
(PPST 2.4.1)
11. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming
responsibility for their own learning (PPST 2.5.1)
12. Demonstrate knowledge of positive and non-violent discipline in the management learner behavior (PPST 2.6.1)
13. Demonstrate knowledge and understanding of differentiated teaching to suit the learners gender, needs, strengths,
interest and experiences( PPST 3.1.1)
14. Implement teaching strategies that are responsive to the learners linguistic, cultural, socio-economic and religious
backgrounds (PPST 3.2.1)
15. Use strategies responsive to learners with disabilities, giftedness and talents ( PPST 3.3.1)
16. Demonstrate understanding of the special educational needs of learners in difficult circumstances, including
geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse
and child labor practices (PPST 3.4.1)
17. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups (PPST 3.5.1)
18. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and
programs (PPST 5.5.1)

Learning Plan /Instructional Plan

Intended Learning Outcome No. of Course Content/Subject Matter, Teaching-Learning Assessment Tasks and Outputs
Hours Number of Hours/Meetings Activities

1. Explain metacognition 1hr Part Introduction Metacognitive observation; Reflection Paper

2. Apply metacognitive Module 1 – Metacognition:-
strategies in learning John Locke Interactive lecture; Video produced by the
H. Spencer students.
J. Dewey Video viewing and
G. Counts production.
T. Brameld Conductive of research
P. Freire - 6 hours Reflection
3. Explain the 14 learner- 2hrs Module 2 – Learner- Centered Small group discussion; Written work
centered psychological Psychological Principles interactive lecture;
principles Reflection
4. Explain the concepts and 2 Part 2, Module 3 – Theories Interactive lecturer with Written test with the use of
principles of the major Related to Learners advance organizers; small graphics
development theories Development story – 5hrs group discussion;
5. Apply these theories to
teaching-learning situations Writing activity Reflection

Research
6. Identify the different Module 4 – Individual Interactive lecturer with Written activity – graphic
factors that bring about Differences advance organizers; small organizers, slogan making
diversity in the classroom group discussion;
7. Demonstrate a positive Reflection
attitude towards diversity as Writing activity
an enriching element in the
learning environment Research
8. Come up with teaching
strategies that consider
student diversity
9. Describe the different Module 5 – Learning/Thinking Accomplishing Learning
learning/thinking styles and Styles and Multiple Intelligence Style test
multiple intelligences
10. Pinpoint own Group Discussion
learning/thinking styles and
multiple intelligence Writing activity
11. Plan learning activities
that match learners learning- Research;
thinking styles and multiple Small group discussion;
intelligence lecturette; research
12. Describe the basic 1½ Module 6 – Learners with Film viewing Reflection paper
categories of exceptional Exceptionalities sue-
learners Small group discussion
13. Distinguish between
disability and handicap Interactive lecture;

Research
14. Demonstrate “people
first” language when referring 2 Module 7 – Behaviorism: Small group discussion; Written test
to Exceptional learners Pavlov, Thorndike Watson and Interactive lecture;
15. Explain the basic Skinner Reflection paper; research
principles of behaviorism Observation of adult and output
16. Make a simple plan child
applying the primary laws of research;
learning
17. Determine how to use
rewards in the learning
process more effectively
18. Explain Tolman’s 2 Module 8 – Neo Behaviorism: Problem solving-solving a
purposive Tolman and Bandura maze Written test
19. Explain Bandura’s social Analysis of a news article
learning theory Small group discussion;
Interactive lecture; Reflection
Individual writing activity
Research;
20. Describe the different 1½ Module 9 – Gestalt Psychology Picture analysis Written test
Gestalt principles Problem solving by dyad
21. List ways of applying Lecturette; Reflection paper;
22. Demonstrate appreciation Research
of the usefulness of Gestalt Research output
principles
23. Describe the process 1 Module 10 – Information Brainstorming Written test
involved in acquiring, storing Processing
and retrieving knowledge Lecturette; Reflection paper;

24. Cite educational Writing activity Research output

implications of the theory on
information processing Research;
25. Explain Gagne’s conditions 1½ Module 11 – Gagne’s Conditions Small group work-arranging Reflection paper
of learning of Learning given stages of lesson
26. Make a simple lesson Small group discussion; Written test
outline using Gagne’s Interactive lecture;
instruction events Preparing lesson outline
27. Articulate the benefits of with Gagne’s steps
using Gagne’s principles in Research
teaching Reflection
28. Explain Ausuble’s sub Module 12 – Ausubel’s Analyzing advance Collection of graphic organizers
Sumption theory Meaningful Verbal learning / organizers
29. Determine the uses of Sub Sumption Theory Interactive lecture; Written test
graphic organizer Research
PowerPoint presentation Reflection paper
30. Describe the development Module 13 – Bruner’s Small group discussion Written Test
of child’s ability to represent Constructivist Theory Interactive lecture;
knowledge Write a simple lesson plan Simple lesson plan
showing the inactive, iconic
31. Explain how the spiral and symbolic levels Reflection paper
curriculum works Research
32. Explain the role of 2 Module 14 – Constructivism; Discussion on meaning of Written test
constructivism in facilitating Knowledge given metaphoric quotation
learning Construction and on teaching Reflection journal
33. Describe strategies that Concept Learning Interactive lecture
promote knowledge Research
construction
34. Describe strategies to
facilitate concept learning
35. Explain how transfer of 2 Module 15 – Transfer of Small group discussion Written test
learning occurs Learning
36. Identify the factors that Interactive lecture Reflection journal
affect transfer of learning
37. Apply principles of Writing activity
transfer in facilitating transfer
of learning Research

38. Formulate learning Module 16 – The Revised Reading scrambled words Written test
outcomes that reflect the Blooms’ Taxonomy Small group discussion
different levels of Bloom’s of Educational Interactive lecture Reflection paper
revised taxonomy Objectives Formulating learning
outcomes in the various
39. Explore the use of levels
technology apps in applying Comparing old and revised
the revised taxonomy Blooms’ Taxonomy
Research

40. Explain Sternberg’s 1hr Module 17 – Sternberg’s Individual and Group Work Preparing a Unit Guide
Successful Intelligence Successful
Theory and WICS Intelligence Theory Interactive Lecturette Written test
41. Demonstrate enjoyment And WICS Model
of working on WICS-based Research Reflection paper
tasks and activities
42. Prepare a lesson guide
that is based on the WICS
model
43. Explain the 4 criteria of 2hrs Module 18 - Problem Solving Solving match puzzle Problem solving
creativity by Torrance and Creativity Brainstorming
44. Practice creative thinking Small Group Discussion Written test
45. Apply problem solving Interactive lecture
skills Problem solving Reflection paper

46. Make an outline of this 2hrs Module 19 – Meaning and Answering a Questionnaire Written test
module Types of Motivation on Motivation
47. Give a lecturette on Reflection
motivation Interactive Lecture
48. Distinguish between
extrinsic and intrinsic Group discussion;
motivation
49. Justify the role of extrinsic Research
motivation in view of the
development of intrinsic
motivation
50. Explain the 6 theories on 1½ Module 20 – Theories on Group discussion on quotes; Written test
motivation Factors Affecting Motivation Interactive lecture
51. Cite the implication of Research Reflection paper
these theories to the
facilitation of learning
52. Present the social and 2 Module 21 – Students’ Diversity PowerPoint presentation Written test
cultural influences on the In Motivation with graphic organizers
cognitive and motivational Interactive lecture Reflection paper
processes of learning Discussion of Research
53. Explain two principles on Findings on Motivation
the social and cultural
influences on motivation
54. Compose a poem/song 2hrs Module 22 – Human Small group discussion on a Written test
describing teacher’s Environmental Factors Affecting student letter to a teacher
behavioral traits that are Motivation Reflection journal
facilitative of learning Interactive lecture
55. Dramatize the
demotivating function of Research
bullying in schools
56. Mimic the behavioral Reflection
traits of parents who are
supportive of learning
57. Describe the classroom 2 Module 23 – The classroom Simulation Written test
climate that is conducive for Climate
learning by way of a metaphor Interactive; Reflection paper
58. Create a conducive
classroom climate in a Metaphoric thinking
simulation
59. Explain the five Research
competencies of social and
emotional learning
60. Design a favorable 2 Module 24 – The Physical Class observation with the Written test
physical learning environment Environment Learning use of a checklist Research output
Small group discussion Classroom design;
Lecturette Reflection journal

61. Cite ways to make assess 2 Module 25 – Assessment Pretest-posttest Reflection journal
cite ways to make assessment Strategies that can
more motivating for students. Increase Motivation Small group discussion; Written test
62. Demonstrate appreciation
of assessment as a process to Interactive lecture;
evaluate and facilitate reflection
learning.
63. Explain how outcomes Research
based teaching-learning OBTL
leads to effective assessment.
64. Describe how your 2 Module 26 – Revisiting the 14 Examination of clip art Written test
learning /insights gained to Learner-centered
the 14 principles Psychological Principles Small group sharing of
65. Align your answers
learning/insights gained to the
14 principles Interactive lecturette
66. Demonstrate appreciation
of the 14 principles as a sound Classroom Observation
frame works for effectively
facilitating learning.

Course Quizzes Lesson Plans

Requirements Written Exam Projects
: Research Works Attendance
References:
A. Books
B. Authors:
Elen Joy P. Alata MA Ed.
Eigen John T. Ignacio MA Ed

Prepared by: Date: Approve by: Date:

AMERA AMPUAN MONIB, LPT/MAED August 3, 2023 ABDULAZIS G. DIMASINDEL August 3, 2023
INSTRUCTOR DEAN OF COLLEGE