EDUM233

PRINCIPLES AND METHODS OF

LEARNER CENTERED TEACHING

Session 11
12:00 – 3:00
Online class
 OPENING PRAYER
(please the prayer, Jannie, if late, Kate)
Groupings

Ray & Jackie Denise & Ela Gessie & Jack

Kate and Jannie Iea & Mark Pat & Vic
Anj & Pau Steph & Primo Moi & Jelly
Cayle & Jas Angelica & Sitti Loise &Uela
Ara & Quennie BJ & Sien Charlene & joy
Ruch & Leo Phia & Seph Donna & Aira
Japs & Tifa Ida Mike & Gel G
Gel R & JC
 Things to remember for Final Teaching
Demonstration
1.Have a partner
2.Conduct a Demographic Survey
3.Detailed Lesson Plan
4.At least 10 students
5.At least 3 instructional materials
6.Stable internet connection
7.There is electricity.
If you want to do advance tasks:
1. Do lottery by Group, who will be the 1st pair, 2nd, 3rd, and so on.
2. Individually make your sample Brief and Semi-Detailed LP. You may submit
ahead.
3. Administer your Demographic Questionnaire now.
4. As partner, make your Detailed Lesson. Good for 30-35 minutes only. (Note:
Better to have different topics by type of LP). Choose your subject, topic and
grade level.
5. Lottery of dates will be done next meeting.
6. In preparation for your Final Online Classroom Demonstration, make sure you
divide the tasks in the TLP. You may have dry-run. Check flow, connection, the
use of words; and most importantly, check your time allotment.
7. Be familiar also of the rubrics for grading.
8. Detailed Lesson Plan (DLP) must be submitted before the actual
demonstration.
9. You will receive three (3) scores, self (partner), teachers, and your chosen
pair. You will be informed of your Average Score and comments immediately
after your time slot once scores are in and computed.
Division of Tasks
TLP Assigned Teacher

Preparation Teacher 1
Presentation Teacher 1
Assimilation Teacher 2
Generalization Teacher 2
Application Teacher 1
 LESSON PLANNING

(learning plan, teaching plan, module, etc.)

How will you know if a teacher has a
Lesson Plan?
 Kinds of Lesson Plans

Brief Lesson Plan

(Maikling Banghay Aralin)
Semi-Detailed Lesson Plan
(Mala-masusing Banghay Aralin)
Detailed Lesson Plan
(Masusing Banghay Aralin)
DAILY LESSON LOG

Module

Learning Guide
 Standard Parts of a Lesson Plan

 A. Learning Objectives
 B. Learning Content

 C. Learning Experiences

 D. Evaluation

 E. Assignments
Other Schools

• 1. Objectives 6. Materials
• 2. Concepts 7. Procedures
• 3. Values 8. Application
• 4. Skills 9. Evaluation
• 5. Subject Matter 10. Assignments
LEARNING OBJECTIVES
Types
Domains/Levels
SMART
SPAM
ABCD
Domains of Learning
C COGNITIVE

A AFFECTIVE

P PSYCHOMOTOR
Cognitive Domain
(Bloom, Anderson and Krathwohl)

Recalling
Understanding
Applying
Analyzing
Judging
Creating
 affective domain (Krathwohl) –
focuses more on emotion, affect, social skills)

1. Receiving - (listening and being attentive)

2. Responding -(active participation)
3. Valuing - (value attached to a subject)
4. Organization - (beginning to build consistent value
system)
5. Characterization - (value system controls behaviour)

(see List of Verbs in a separate document)

Psychomotor Domain
(Dave, 1975) - involves our physicality and how that
develops from basic motor skills to intricate
performance.

1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization
Psychomotor Domain
(Harrow, 1972)
1. Reflex Movements
2. Fundamental Movements
3. Perceptual Abilities
4. Physical Abilities
5. Skilled movements
6. Non-discursive communication
Psychomotor Domain
(Simpson, 1972)
1. Perception
2. Set
3. Guidance Response
4. Mechanism
5. Complex Response Movement
6. Adaptation
7. Origination
For list of Verbs in the Psychomotor
Domain

https://thepeakperformancecenter.com/educ
ational-learning/learning/process/domains-of
-learning/psychomotor-domain/
DO NOT USE THE FOLLOWING
VERBS FOR DLP
 Know
 Understand
 Appreciate
 Learn
 Master
 Acquire
SMART Principle

S SPECIFIC
M MEASURABLE
A ATTAINABLE
R REALISTIC/RESULT ORIENTED
T TIME BOUND
SPAM PRINCIPLE
S SPECIFIC

P PERTINENT

A ATTAINABLE

M MEASURABLE
ABCD Principle (Robert Mager)

A - Audience
B - Behaviour
C - Condition
D - Degree
I. Learning Objectives
At the end of the activity, ninety
(90%) of the students are expected to:
a. enumerate orderly the at least 5/7 parts
of a plant &
its functions ,
b. show appreciation by citing correctly
the functions of
each part of a plant; and,
c. draw creatively a plant with complete
parts.
LEARNING CONTENT
 Sources of Curriculum

Needs of the Learners Needs of the Society

CURRICULUM

Divine and Eternal Science and Research

Existing Fund of Knowledge

 4 ENTRIES

Topic
Reference
Author
page number

(All must be on the center

most.)
LEARNING CONTENT
Sub-entries
Sources
Format
Materials, Values, BoL, 21st
Century Skills
 Semi- Detailed Lesson Plan
in Science 3

I. Learning Objectives
At the end of the activity, 90% of the
students are
expected to:
a. enumerate orderly the parts of a plant its
functions ,
b. show appreciation by citing correctly the
functions of each part
of a plant; and,
c. draw creatively a plant with complete parts.
 I. Learning Objectives
Follow the ABCD of Learning Objectives (Robert Mager):
A(udience) =target audience
B(ehavior)= outcomes written in SMART verbs following CAP
C(ondition)= constraints or circumstances in which the behaviors are to be exhibited
D(egree)= extent at which the behavior will be performed or manifested
Example:

At the end of the 20-minute interactive discussion (C), at least 60 % (D) of the students (A) will be
able to:
a.determine the nature and kinds of verbals; Cognitive
b.explain correctly the functions and importance of gerunds and gerund phrases, and Affective
c.write effective sentences and paragraphs with gerunds and gerund phrases. Psychomotor
II. Learning Content
Parts of a Plant and its functions
Science Around Us
Dr. Nikki Macatingrao
pp. 35 – 40

Instructional Materials:
* Video of a plant
* Activity Sheet
* Multimedia
Values to be Integrated:
* Care for the environment
* Love for nature
* Cooperation

Background of the Learners:

* 75% are visual learners.
* 90% are participative.
* 80% are from average SES.
21st Century Competencies:
* Curiosity and Creativity
* Openness
* Socio-Cultural Sensitivity &
Awareness
 Centered: TOPIC.

II. Learning Content REFERENCE,

AUTHOR, PAGE

At least three
instructional materials in
order of use

At least two

Class Profile: Gender,

LS, MI, Needs, Interests,
Diversities

At least three from the

p21 framework
LEARNING
EXPERIENCES
Johannes Herbart / Francis Bacon

Approach, Method and Strategy

Teaching Learning Process (TLP)

A. Preparation
B. Presentation
C. Assimilation (Discussion)
D. Generalization
E. Application
UNIVERSAL TEACHING
STRATEGIES

Organizing Strategies

Instructing Strategies

/ Assessing Strategies
III. Learning Experiences
•Indicate method in semi-detailed and detailed LPs

•Brief LPs: key words or phrases

•Semi-detailed LPs: sentences and paragraphs
describing the process
III. Learning Experiences
•Detailed LPs: two columns with teacher and students’
responses
III. Learning Experiences (Teaching Learning
Process)

A. Preparation

The teacher will ask a student yo give a recap of the previous

lesson on Living and non-living things.

Everyone will move outside for a short observation activity.

B. Presentation

The teacher will introduce the new

lesson on Parts of the plants & its
functions.
C. Assimilation
The teacher will ask the following
questions:
1. What have you observed in our
garden? Name them.
2. What are the parts of plants &
functions?
3. How will you draw and label a plant

with complete parts?

D. Generalization
The teacher will call a student to
give a synthesis of the lesson on Parts of
a plan & functions.
E. Application
The teacher will ask the class to fill

in the given “Activity Sheet”.

IV. Evaluation
• Formative or Summative Quiz
• To gauge whether the lesson’s
objectives are achieved.
• No. of items depends on the
objectives and the remaining time.
• Only one column
IV. Evaluation
Quiz.
Answer the following question.
1. Draw and label a plant.
2. Below the label, write the function
of the identified part.
V. ASSIGNMENTS
• Purposes:
- To assess learning
- To be ready for next meeting’s lesson
- To establish study habits
- To motivate
• Types of Assignments
- Reinforcement Assignment
- Introductory Assignment
• Format
- Must be A and B
- Below letter of A of Assignments
- Space after A
- Assignment B must have at least 2 -3
guidelines . Entries under B must be
centermost
V. Assignments
A. Outside your house, choose one plant
and draw in short bond paper. Label
and apply colored on each part. To be
submitted next meeting.

B. Read Lesson on Vertebrates and

Invertebrates
Science Around Us
Dr. Nikki Macatingrao
pp. 43 - 50
Answer the following:
1. Describe vertebrates and invertebrates
2. Give examples of vertebrates and
invertebrates
3. Cut out pictures as examples of
vertebrates and invertebrates

All answers must be in your Learning

Notebook.
Assignments

1. Make and submit brief, semi-detailed

and detailed lesson plans .

2. Don’t forget your Integration Papers.

THANK YOU!!!
References
 https://thepeakperformancecenter.com/educati
onal-learning/learning/process/domains-of-lear
ning/psychomotor-domain/