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TEACHER INDUCTION PROGRAM

(MODULE 5)

SESSION 1: LEARNER-CENTERED LEARNING

ACTIVITIES AND ASSESSMENT

Cite an actual classroom situation where the different principles are applied.
PRINCIPLE ACTUAL CLASSROOM SITUATION
Student-centered learning shifts balance
It is when the teacher asked the students to
of classroom power from teacher to
group and give them topics to be discussed
students thus fostering active learning
by them
and engagement among peers.
Student-centered learning enables
critical thinking and is a means to
S It is when a teacher gave the students
develop knowledge rather than a
some problems to be solved.
collection of facts by building upon and
challenging prior learning.
Student-centered learning situates the
teacher as facilitator an contributor The teacher will facilitate the students
rather than authoritarian and director of during the given activities.
knowledge.
Student-centered learning returns the
responsibility for learning to the
students, so students are able to It will be done during the assessment of the
discover their strengths and weaknesses students.
and take part in directing their own
knowledge gain.
Student-centered learning employs It is the part of the lesson where the
effective assessment to promote teacher will assess or check the students
learning and inform future practice. work.

Select one of the learner-centered learning approaches and strategies. Design a

classroom activity using the approach/strategy. Indicate also the competency/skill to be
developed, objective, method of assessment and procedure of the activity.
Approach/Strategy Cooperative Learning
Name of Activity Oscars Award 2019
Competency/Skill Creativity, Critical Thinking
Objective present a role play, song, and a movie
poster about early marriage integrating
the lesson “narration”
Method of Assessment by rating them according to the criteria
agreed by the students.
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Cooperation- %
Text and Vocal Work- %
Content Accuracy- %
Integration of lesson- ____%
TOTAL- 100%

Procedure of Activity Assuming that the Hollywood invited the

class to be one of the presenters in the
Oscars award 2019.
They will be grouped according to the
skills they have. They will get their
envelopes containing their tasks. After 20
minutes, they will present their tasks.

Group 1- Write a narration about the

results of early marriage. Present it in a
form of 3-minute role play.

Group 2- Compose a one-minute song

which narrates the life of a teenager who
married at an early age. Present it to the
class.

Group 3- Draw a movie poster depicting

early marriage. Present it to the class
through narration.

After your insightful reading on the various Learner-centered

approaches and strategies, write a Daily Lesson Plan (DLP) that has
learner-centered activity appropriate to Key Stage based on the DLP
standards specified in D.O. 42, s. 2016.
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REFLECTIONS
As a teacher how can these principles help you make your learning environment a
nurturing and inspiring for learner’s participation?
Reflect on your role as a Teacher in promoting Learner-centered Learning.
What have I done? As DepEd teacher specializing in Teaching Mathematic I
definitely used and practiced the so called learner-centered learning approach in a way
that I am the facilitator and contributor of knowledge while the learners are doing their
given tasks.
What am I doing? In order to develop the critical thinking skills and the knowledge
of the learners, as facilitator I will practice the so called learner-centered learning
approach in all learning areas. This also helps the learners to develop their inter-
personal relationships by exchanging different ideas and through collaboration.
What will I do next? It is also my task to be the assessor and evaluate the learnings
of my students. I will be the agent of promoting the 21st century teaching approach
where I can be the facilitator and the contributor of knowledge during the learning
session. Students are the center where their skills will be developed and discover their
potentialities.
After going through all the sessions, gather your thoughts and reflect once more.
Answer the questions below:

What was new? Learning new methods, approaches and strategies in teaching.
What was exciting? Applying the new methods, approaches and strategies learned to
my workplace.
What was worrisome? I think there were no problems in dealing and teaching
students using different methods and strategies I had learned, as long as, there will be
enough facilities and resources that are conducive for learning,
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POST-TEST
You are about to finish this session on Learner-Centered Learning. But before you
proceed to the next session in this module, your knowledge acquisition in this session
will be challenged by answering TRUE f the statement below is correct and FALSE if the
statement is wrong based on the principles of learner-centered learning.

____FALSE_
_ 1. Learners are responsible for each other.
____FALSE_ 2. Learners are passive receptors of information.
____TRUE__ 3. Teachers is seen as a facilitator and guide.
____TRUE__ 4. Learners are keep on their own seats.
____TRUE__
_ 5. Learners are rarely expected to ask questions or to challenge the
theories of the teachers.
___ TRUE__ 6. The use of lecture methods, note-takings and memorizing
information for later recognition or reproduction.
___ TRUE
___ 7. Learners actively participate in the learning process.
__ TRUE ___ 8. Learners shape their own learning paths.
___ TRUE
___ 9. Learners are encouraged to be more inquisitive.
___ TRUE__
10. Curricular design is based on low levels of students participation.

Directions: List down at least three more teaching methods in each strategy which
you may similarly employ in your classroom.

Direct Instruction
 Reviewing instructions for an activity or modeling a process—such as a scientific
experiment—so that students know what they are expected to do.
 Providing students with clear explanations, descriptions, and illustrations of the
knowledge and skills being taught.
 Asking questions to make sure that students have understood what has been
taught
Indirect Instruction
 Concept formation provides students with an opportunity to explore ideas by
making connections and seeing relationships between items of information.
 Problem Solving is used to help students think about a problem without applying
their own pre-conceived ideas. 
 Reflective discussions encourage students to think and talk about what they have
observed, heard or read.
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Interactive Instruction
 Brainstorming is typically performed in group sessions. The process is useful for
generating creative thoughts and ideas. Brainstorming helps students learn to
pull together.
 Think, pair, and share- Establish a problem or a question, then pair your
students. Give each pair sufficient time to form a conclusion, and permit each
participant to define the conclusion in his or her personal voice. You can also
request that one student explain a concept while the other student evaluates
what is being learned. Apply different variations of the process—your students
will be engaged, communicating, and retaining more information before your
eyes.
 Buzz session- Participants come together in session groups that focus on a single
topic. Within each group, every student contributes thoughts and ideas.
Encourage discussion and collaboration among the students within each group;
everyone should learn from one another’s input and experiences.

Experiential Instruction
 The Pro and Con Grid involves students developing a list of advantages and
disadvantages about a suitable issue related to your lesson, helping them to see
a topic from different angles and to develop skills in analysis and evaluation.
 Cross-age peer tutoring is an approach to peer learning where one student
instructs another on material in which the first student is proficient and the
second student is a novice.
 A student-generated test question activity gives participants the opportunity to
ask the questions instead of just answering them.
Independent Instruction
 Answering a module
 Asked to search something in the library
 Home-works
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SESSION 2: LEARNING ENVIRONMENT

PRE-TEST
My Map, My Imagination!
Have you used mind mapping in your daily activities?
Mind mapping is a quick and powerful technique for organizing your thoughts. Some
people may try to tell you the ‘rules’ of making a mind map. Don’t listen to them. This is
your map. Your imagination is the limit. Be creative and make your own mind map
about Learning Environment in the blank space provided below.

ACTIVITIES AND ASSESSMENT

Explore your understanding of the Learning Environment by answering
the following questions:

1. How is learning environment defined in both articles?

Learning environment refers to the diverse physical locations, contexts, and
cultures in which students learn.

2. What does this definition of learning environment tell about the way students
learn?
All learning takes place in a physical environment with quantifiable and
perceptible physical characteristics. Students do not touch, see, or hear
passively; they feel, look, and listen actively. The physical characteristics of
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learning environments can affect learners emotionally, with important cognitive

and behavioral consequences.
3. What is the critical role of teachers in providing and managing learning
environment that promotes learner responsibility and achievement?
Teachers across career stages are expected to provide learning
environments that are safe, secure, fair and supportive in order to promote
learner responsibility and achievement.
4. Since learners must do the learning, how do you think will you create a total
environment for learning that optimizes the ability of the students to learn?
The teachers should highlight and utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards for
learning.

Having learned more about learning environment, how will you handle the
following learning situations/contexts?

Situations Strategies you may use to provide and

manage the learning environment that are
learning-focused and learner-centred.

Multi-grade
Let higher grader learners collaborate with the lower
graders. Teacher will focused on students that needs
classes of 60 in a more attention.
far-flung area with
no internet
Connectivity

Large class of 80
Divide the class into 4 according to their mode of
interest Each group are composed of 20 members
and they will be given group tasks that will fit to
grade 7 students their learning interests.
in a covered court

8 hearing impaired
The teacher will give special activities to the hearing
impaired students. The teacher also will provide
instructional materials that can be seen by hearing
Students impaired students.
mainstream with
regular grade 8
students of 60
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Insufficient
Look for an alternative resources which can be
number of found in the locality.
Instructional
materials and
other resources

REFLECTION
To deepen your understanding of Learning Environment, you may now
engage yourself in a personal and professional reflection guided by the
templates provided below. Get ready to document your thoughts in a
reflective learning journal.
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APPLICATION
If you were to teach your class today, how will you plan your lesson considering
the design of your learning environment that is learning-focused? Draft your plan
for instruction below.
If I were to teach my class today, I will integrate the learnings I have learned in
this session by applying the six strands, namely, learner safety and security, fair
learning environment, management of classroom structure and activities, support for
learner participation, promotion of purposive learning, and management of learner
behavior. In that way teaching-learning process will be easy and learning of the
students are focused.
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POST- TEST

My Map, My Learning!

After engaging on this session, how will your mind map on Learning Environment
change?
\\
Make a new mind map on this topic on the space provided below.
Now, compare your previous and current mind maps using a Venn diagram.

fair learning learner management of

safety and classroom
environment structure and
security
activities
LEARNING
ENVIRONMENT
support for management of
learner learner
participation behavior

promotion of
purposive
learning