E D 123

"F 0 R C L AS S R 0 0 M P U R P 0 S E S 0 N L Y "
 Unit 3: LEARNER-CENTERED PEDAGOGY

Intended Learning Outcome:

 Select appropriate learner-centered methodologies and strategies based on learners’ diverse needs,
learning styles and backgrounds (CO 2, CO 3).

Time element: 3 hours

Lesson 2: Methods and Strategies

Name: Course & Yr.: Section:

LESSON PREPARATION/ REVIEW/PREVIEW

TASK NO.1
Watch and Collect

Instructions: Click on the link: https://www.youtube.com/watch?v=UCFg9bcW7Bk and watch the video clip about
Teaching Methods for Inspiring the Students of the Future. After watching, list down 10 things you learned from the video.

TEN THINGS I LEARNED from the video

1
2
3
4
5
6
7
8
9
10

ED 123 Facilitating Learner-Centered Teaching Page 2

CONCEPT NOTES PRESENTATION

Methods and strategies are two important terms that are sometimes used interchangeably in teaching and learning.
To avoid confusion, let us define and differentiate the two terms.

Methods is the term of pedagogy. Its main focus is on effective presentation of subject matter to have mastery over
it. It is a step by step scientific way of presenting the subject matter. It is an overall plan for systematic presentation based
on a selected approach. Teaching method is what kind of activity we use in order to teach.

Furthermore, method is a process or procedure whose successful completion results in learning or as a means
through which teaching becomes effective. It is the formal structure of the sequence of acts. It involves the choice of what is
to be taught and in which order is to be presented.

There are two main types of teaching method which are non-participatory method and participatory method.
1. Non-Participatory methods: In these type of methods teacher casts himself/herself in the role of being a master of the
subject matter. The teacher is looked upon by the learners as an expert or an authority. Learners on the other hand are
presumed to be passive and copious recipients of knowledge from the teacher.

Examples of such methods are lecture method and demonstration method.

2. Participatory methods: This refers to the way in which teachers and students are in constant interaction, active
involvement and continuous exchange of views and ideas in the overall teaching and learning. These methods are
sometimes known as interactive teaching method or learner centered teaching method. It is a shift from a belief that
learners are empty plate who are supposed to be imparted with knowledge to a belief that learners can construct knowledge
and learn on their own if properly guided. They are designed only for smaller groups of participants, but their advantage is
that they encourage better retention of learned. They are contemporary modern methods of education.

Examples of such methods are discussion method, question answer method, project method, problem solving
method
etc.

Whereas, strategy refers to the structure, system, methods, techniques, procedures, and processes that a teacher
uses during instruction. These are strategies the teacher employs to assist student learning.

For Example:
1. Blackboard is a strategy to provide visual structure during a lecture or discussion.
2. Free writing is a strategy for encouraging students to explore ideas in writing.
3. Debate is a teaching strategy in which students organize planned presentation for various viewpoints.

ED 123 Facilitating Learner-Centered Teaching Page 3

 TEACHING METHODS

A. Active Learning Activities is based on constructivism, a

learning theory that asserts that learners construct their own
understanding of a topic by building upon their prior
knowledge. Implementing active learning therefore means
shifting the focus of instruction away from knowledge
transmission to learners' knowledge construction through the
creation of guided tasks, interactions, assignments, and
environments that cultivate deep, meaningful learning. A
closely related theory—social constructivism—holds that
active learning best takes place when the construction of
knowledge occurs in collaboration with others.
Source: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/developing-assignments/assignment-design/active-learning-activities

So what counts as active

learning? According to Bonwell and
Eison (1991), active learning is
"anything that involves students in
doing things and thinking about the
things they are doing" (p. 2),
and Felder and Brent (2009) define
active learning as "anything course-
related that all students in a class
session are called upon to do other
than simply watching, listening, and
taking notes. Active learning fosters
understanding rather than
memorization of facts; it
encourages students to apply
learning to different problems and
contexts; it gives students more
autonomy over their learning; and it
helps students learn how to learn.

Explore the Venn diagram

on the right to find out which
activities may work in small or large
classes, and which ones may be
appropriate for individual work.

Source: https://www.queensu.ca/teachingandlearning/modules/active/12_exmples_of_active_learning_activities.html

ED 123 Facilitating Learner-Centered Teaching Page 4

 B. Cooperative Learning is the process of breaking a
classroom of students into small groups so they can discover a
new concept together and help each other learn. The idea of
cooperative learning has been around for decades, but it never
got to the same prominence as blended learning or
differentiated instruction.

Source: https://k12teacherstaffdevelopment.com/tlb/promote-cooperative-learning-in-the-classroom/

Source: https://blogs.miamioh.edu/edt431-531/2019/10/cooperative-learning-team-work-makes-the-dream-work/

ED 123 Facilitating Learner-Centered Teaching Page 5

C. Inquiry Learning starts from a place of questioning. Students may spontaneously ask questions or be prompted to ask
questions about a particular topic. They might research to find answers, engage in activities that will help them pursue
answers, or work collaboratively in pursuit of answers; regardless, all learning stems from these questions. By engaging in
inquiry-based learning, students come to understand that they can take responsibility for their learning. Inquiry-based
learning always follows from students' questions as the main motivation to investigate new material or acquire new skills.
Inquiry-based learning can be especially motivating for students who do not respond well to top-down instructional models.

Source: https://www.teachthought.com/pedagogy/6-questions-students-can-use-guide-inquiry-based-learning/

Inquiry activities:
 Case studies
 Group projects
 Research projects
 Field work, especially for science lessons
 Unique exercises tailored to your students

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D. Inductive Learning also known as discovery learning
is a process where the learner discovers rules by
observing examples. It is a powerful strategy for helping
students deepen their understanding of content and
develop their inference and evidence-gathering skills. In
an Inductive Learning lesson, students examine, group,
and label specific "bits" of information to find patterns.
This is different from deductive learning, where students
are given rules that they then need to apply.

Source: https://courses.lumenlearning.com/engcomp1-wmopen/chapter/text-inductive-reasoning/

INSTRUCTIONAL STRATEGIES

Cooperative learning. Cooperative learning works well with groups or teams wherein members help one another
to achieve a desired outcome. It promotes the development of skills in “democratic procedures” as they solve problems in a
collaborative manner. It recognizes and rewards collective effort, at the same time fosters strong motivation. A smooth
interpersonal interaction occurs. Teachers are strongly encouraged to use cooperative learning to play the foundation for
students’ success in a world that depends on collaboration and cooperation.

KWL is a research strategy. The approximate acronym stands for "What I Know," "What I Want to Know," and
"What I learned." Many students and teachers also use it as a reading comprehension aid.

KWL is most often shown in a three-column graphic organizer:

First column: Record what you already know about a particular topic (prior knowledge), before you start
researching the topic.
Second column: Ask yourself: "what do I want to know?" about a topic and then record those points. This helps
you to start formulating research questions which is a key component of the research process.
Third column: record what you learn during the research process. Often, this column prompts further research
and further KWL (questioning)

Source: https://www.pinterest.ph/pin/157907530655752916/

ED 123 Facilitating Learner-Centered Teaching Page 7

 Small Group requires a minimum of three people (because two people would be a pair or dyad), but the upper
range of group size is contingent on the purpose of the group. When groups grow beyond fifteen to twenty members, it
becomes difficult to consider them a small group based on the previous definition.

Elements of Small Group

 Procedure and Meaningful Engagement
 Commitment to One’s Given Roles and Tasks
 Unquestionable Leadership
 Unity

Brainstorming. It is a group creativity

technique by which efforts are made to find a
conclusion for a specific problem by gathering a
list of ideas spontaneously contributed by its
members. People are able to think more freely
and they suggest as many spontaneous new
ideas as possible.

Source: https://www.sfappworks.com/blogs/mastering-
the-brainstorm/

ED 123 Facilitating Learner-Centered Teaching Page 8

 Case Studies investigate contemporary cases for purposes of illumination and understanding. It is an in-depth
study of a particular situation. It is a
method used to narrow down a very
broad field of research into one
easily researchable topic. It is also
a systematic inquiry into an event
or set of related events which aims
to describe and explain the
phenomenon of interest.
Source:https://www.sokada.co.uk/showcase-your-work-with-case-studies/

Common Methods used in Case Study:

 Participant Observation
 Interviewing
 Collection of Artifacts and Text

Role Play. It consists of an enactment of a learning situation through which they depict real life responses and
behavior. Through this teaching strategy, students are able to express their intimate feeling, problems and approved
solutions. It makes use of events, known personalities and current activities presented in a dramatic way.

The participants consist of major and minor players, observers and analysts. The observers focus their attention on
the emotional responses generated among the performers. The analysts discuss the appropriateness of the words used,
effectiveness of the actions and the soundness of the conclusions arrived at. As a teaching strategy, it is action-filled and
fun- generated.

Simulations are instructional scenarios where the learner is placed

in a "world" defined by the teacher. They represent a reality within which
students interact Students experience the reality of the scenario and gather
meaning from it. A simulation is a form of experiential learning.

Source: https://www.simutechmultimedia.com/simulation-learning-its-impact/

Workshop. It is defined as assembled group of ten to twenty five persons who share a common interest or
problem. They meet together to improve their individual skill of a subject through intensive study, research, practice and
discussion.

The workshops are organized to develop the psychomotor aspects of the learner regarding practices of new
innovations in area of education. Participants are expected to do some practical work to produce instructional teaching and
testing material.

ED 123 Facilitating Learner-Centered Teaching Page 9

 Demonstration. A lesson could be presented through a brief demonstration performed by a student, teacher or an
invited specialist. It is teaching strategy that is best employed when expensive equipment will be used, chemicals and
expensive materials are specified and technical know-how is needed. Said lesson require expert knowledge in a particular
topic or skill in handling tools related to the topic.

The rest of the class act as observers, eagerly following the planned sequence of activities. Demonstration may be
a part of another methodology such as a discussion or experimentation. After the activity, clarification questions are
entertained.

Inquiry-Based Learning. Inquiry-based starts by posing questions, problems or scenarios—rather than simply
presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a
facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions.
Inquiry-based learning is closely related to problem-based learning, and is generally used in small scale
investigations and projects, as well
as research.[2] Inquiry-based instruction allows students to develop and practice critical thinking skills.

Specific learning process that students engage in during inquiry-learning includes:

 Creating questions of their own
 Obtaining supporting evidence to answer the questions/s
 Explaining the evidence collected
 Connecting the explanation to the knowledge obtained from the investigative process
 Creating argument and justification for the explanation

Project-based Learning (PrBL). As the name implies involves project which involves a complex task and some
form of student presentation, and or/ creating an actual product. It focuses on a production model. The driving force is the
end- product, but the key to success is the skills acquired during the process of product production. In other words, the
learning effect is much more important than the product itself. Students do project-based learning by : 1) defining the
purpose of creating the end-product; 2) identifying their audience; 3) doing research on the topic; 4) designing the product;
5) implementing the design; 6) solving the problems that arise; and finally 6) coming up with the product. This is followed by
a product presentation and most important of all, self-evaluation and reflection on the product and the entire production
process.

Problem-based Learning(PBL). Problem-Based Learning (PBL) is a teaching strategy in which complex real-world
problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation
of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-
solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating
research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the
entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab
ED 123 Facilitating Learner-Centered Teaching Page 10
and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The
main thread connecting these various uses is the real-world problem.

ED 123 Facilitating Learner-Centered Teaching Page 11

 Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines,
there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

 The problem must motivate students to seek out a deeper understanding of concepts.
 The problem should require students to make reasoned decisions and to defend them.
 The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
 If used for a group project, the problem needs a level of complexity to ensure that the students must work together
to solve it.
 If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw
students into the problem.

Discovery Learning. A hands-on style of learning, originated by Jerome Bruner in 1960s. In this, students actively
participate instead of passively receiving knowledge. Students interact with their environment by exploring and manipulating
objects, wrestling with questions and controversies or performing experiments. To effectively use the Discovery Learning in
a classroom, a teacher needs to not only be flexible, but also well-prepared, organized, and have an understanding of how
what is discovered in class is educationally valuable and can lead to further investigations for the student.

Q and A Relationship. A strategy helps students

understand the different types of questions. By
learning that the answers to some questions are
"Right There" in the text, that some answers
require a reader to "Think and Search," and that
some answers can only be answered "On My
Own," students recognize that they must first
consider the question before developing an
answer.
Why use question–
answer? IN THE BOOK IN MY HEAD
Right There Author and You
 It can improve students' reading comprehension.
 It teaches students how to ask questions about The answer is easily found in The answer is not in the text.
their reading and where to find the answers to the text. The exact words for The reader combines
them. the questions and answers previous knowledge with text
 It helps students to think about the text they are are located in the same information to create a
reading and beyond it, too. sentence. response.
 It inspires them to think creatively and work Think and Search On My Own
cooperatively while challenging them to use
The answer is in the text, but The answer is not in the text.
higher-level thinking skills. requires gathering The reader uses previous
information from different experience to respond.
places in the selection.

Source: https://sniderreadingincontentarea.weebly.com/qar-question-answer-relationship.html
ED 123 Facilitating Learner-Centered Teaching Page 12
 Social Media. The use of social media in education provides students with the ability to get more useful
information, to connect with learning groups and other educational systems that make education convenient. Social media is
a term that is broadly used to describe any number of technological systems related to collaboration and community
(Joosten, 2012). While it appears that a specific definition may be elusive (Kaplan & Haenlein, 2010), Social media is often
described by example. Social networking sites, blogs, wikis, multimedia platforms, virtual game worlds, and virtual social
worlds. Social network tools afford students and institutions with multiple opportunities to improve learning.

Games or Gamification. The use of Games or Gamification motivates students to learn by using video game
design and game elements in learning environments. The goal is to maximize enjoyment and engagement through
capturing the interest of learners and inspiring them to continue learning.

Competitions. Competition in any form brings out the best in people and pushes them to excel. In schools, if used
effectively, it can enhance learning significantly. Certainly, competition in the classroom is quite healthy; it should, in fact, be
encouraged. It allows students to extend themselves, to exploit their real capabilities and maximize their true potential. It is
most productive when it occurs among students of similar abilities.

Debates. Debate refers to a discussion in which two or more people advocate opposing positions on a topic or
question in an attempt to make an audience (or the other advocates) accept their position. Most people are familiar with
participating in informal debates, such as trying to persuade friends why a particular film, song, book, artist, etc. is better
than another.

Debate in its simplest form requires a question, statement or idea with at least two opposing positions, each of
which is defended against the others by an advocate, often with an impartial moderator ensuring that the discussion
remains focused. It is also important that the moderator ensures that the discussion does not become personal and that the
participants remain focused and composed, and a set of ground rules is useful to reduce the possibility and impact of any
problems.

ED 123 Facilitating Learner-Centered Teaching Page 13

GUIDED PRACTICE

TASK NO.2
Critiquing

Instructions: Observe the teacher through this video link: https://www.youtube.com/watch?v=QHvp09yge3M. Indicate the
topic, critique at least 5 activities, methods and strategies used in the instructional process. Did the activities, methods and
strategies address learners’ diverse needs, learning styles and backgrounds? Explain your answer.

ED 123 Facilitating Learner-Centered Teaching Page 14

PERFORMANCE

TASK NO.3
Comprehension Check

A. Instructions: Read and analyze each item carefully. Then, select the best answer to each question.

1. To ensure the lesson will go smoothly, Teacher A listed down the steps she will undertake together with those of her
students. This practice relates to?
A. Teaching style C. Teaching strategy
B. Teaching method D. Teaching technique

2. The class of Grade 6 - Einstein is scheduled to perform an experiment on that day. However, the chemicals are
insufficient. What instructional strategy may then be used?
A. Project C. Lecture
B. Laboratory D. Demonstration

3. Teacher C gives the class specific topic as assignment which they have to research and pass the following day.
However, the students could not find any information about it. What method should Teacher C use to teach the
assignment?
A. Project C. Lecture
B. Discovery D. Demonstration

4. In Math, Teacher G presents various examples of plane figures to her class. Afterwards, she asks the students to give
definition of each. What method did she use?
A. Inductive C. Deductive
B. Laboratory D. Expository

5. Teaching Tinikling to I-Maliksi becomes possible through the use of?

A. Inductive Method C. Demonstration Method
B. Expository Method D. Laboratory Method
6. The strategy which makes use of the old concept of "each-one-teach-one" of the sixty's is similar to?
A. Peer learning C. Partner learning
B. Independent learning D. Cooperative learning

7. The Mother Tongue-Based Multilingual Education (MTB-MLE) is in method since it starts from the known to the
unknown.
A. Inductive C. Inductive first then deductive
B. Deductive D. Deductive first then inductive

8. The is utilized when learners are trained to ask intelligent question.

A. Discovery C. Demonstration
B. Inquiry D. Small Group

ED 123 Facilitating Learner-Centered Teaching Page 15

9. is an example of learning task with direct authenticity.
A. Role play C. Simulation
B. Small Group D. Workshop

10. A learning methodology works well with groups or teams wherein members help one another to achieve a desired
outcome.
A. Inquiry C. Cooperative
B. Discovery D. Problem Solving

References:

https://www.youtube.com/watch?v=UCFg9bcW7Bk

http://oaji.net/articles/2017/1174-1512381655.pdf

http://samples.jbpub.com/9780763749453/49451_CH09_FINAL.pdf

https://www.aeseducation.com/blog/what-is-cooperative-learning-and-how-does-it- work#:~:text=Cooperative%20learning
%20is%20the%20process,blended%20learning%20or%20differentiated%20instruction.

https://study.com/teach/active-learning.html

https://www.slideshare.net/aadabmushrib/case-study-ppt-65990886

https://www.youtube.com/watch?v=QHvp09yge3M

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/assignment-design/active-learning-
activities

https://www.queensu.ca/teachingandlearning/modules/active/12_exmples_of_active_learning_activities.htm l

https://k12teacherstaffdevelopment.com/tlb/promote-cooperative-learning-in-the-classroom/

https://blogs.miamioh.edu/edt431-531/2019/10/cooperative-learning-team-work-makes-the-dream-work/

https://www.teachthought.com/pedagogy/6-questions-students-can-use-guide-inquiry-based-learning/

https://courses.lumenlearning.com/engcomp1-wmopen/chapter/text-inductive-reasoning/

https://www.pinterest.ph/pin/157907530655752916/

https://www.sokada.co.uk/showcase-your-work-with-case-studies/

https://www.sfappworks.com/blogs/mastering-the-brainstorm/

https://www.simutechmultimedia.com/simulation-learning-its-impact/

https://sniderreadingincontentarea.weebly.com/qar-question-answer-relationship.html

ED 123 Facilitating Learner-Centered Teaching Page 16