COURSE CONTENT SYLLABUS

FACILITATING LEARNER-CENTERED TEACHING

Effectivity: Document Code: Revision No.: Issue No.: Date Issued:
SY 2019-2020 May 2019

COURSE TITLE:

Course Code : EDUC 104

Prerequisite : NONE
Type of Course : EDUCATION
Units : 3.0
Schedule : MONDAY-WEDNESDAY
Room : 105

COURSE DESCRIPTION
This course explores the fundamental principles, processes and practices anchored on learner- centeredness and other education
psychologist as these apply to facilitate various teaching-learning delivery modes to enhance learning.
We believe that every learner has talents and potentials to be developed, dignity
and worth to be valued, rights to be respected and responsibilities to be assumed;
education is a shared responsibility of the learner, home, school and community; the
school provides the environment for equipping individuals with learning skills,
OLOPSC PHILOSOPHY technology and life skills for a successful and purposeful life in the 21 st century; an
educational program which promotes global awareness, financial literacy, world-class
entrepreneurship, and functional knowledge in economics, business, civics, health and
environment will support global and local development.
We envision OLOPS College as a premier caring educational institution that
contributes to the development of a progressive and peaceful society by empowering its
OLOPSC VISION graduates to be responsible stewards of God’s gifts, of good character, academically
excellent, highly competitive, and globally prepared for the 21st century.
OLOPS College is committed to providing relevant, quality and holistic education
by: nurturing God-loving individuals with Marian virtues and spirituality; instilling love of
country, pride in our identity and cultural heritage. Creating an academic environment
OLOPSC MISSION that stimulates love for learning and provides opportunities for the application of
learning in real life; fostering awareness, behavioral changes and engagement in
practices towards sustainable development; developing leadership with a heart for
service; and equipping learners with 21st century skills.
A graduate shall be able to:
1. internalize the philosophy, vision, mission of the institution;
EDUCATIONAL OBJECTIVES 2. promote academic excellence and global competitiveness;
3. lead as a responsible steward of God’s gifts;
4. contribute to the socio-economic development of the society as highly skilled,
competent, and globally competitive professionals and entrepreneurs.
GRADUATE OUTCOMES
A graduate of Our Lady of Perpetual Succor College is envisioned as:
Graduate Attributes 1. Morally and ethically upright
2. Socially and culturally responsive
3. Analytical and critical
4. Communicatively competent
5. Strongly driven on research and development
6. Actively engaged in continuous self-learning empowerment
Prepared by: Reviewed by: Approved by:

ROMEO A. PILONGO, Ph.D MARCIA NINA C.SALVADOR, LPT, ALEJANDRO D. MAGNAYE, DBM-
(candidate) M.Ed. HM
Professor Program Director Dean
This is a controlled document. Revision of this document should undergo the standard procedure. The original copy of this document is located at the office of the
College Dean. The user should secure the latest revision of this document from the office of the College Dean. 1/3
 7. Glocally employment ready
1. describe the ways by which students differ;
Program Objectives
2. identify the different factors that motivates learners;

3. discuss and differentiate the different learning theories as applied to classroom situations;

4. identify and differentiate direct and indirect assessment; and

5. analyze classroom situations and recommend appropriate teacher behavior.

At the end of the course, a student will be able to:

1. Utilize appropriate various sociocultural and historical materials in explaining current issues;
2. Demonstrate leadership skills that will help in teaching or training students who will empower
their communities;
3. Organize communities towards self-reliance and self-sufficiency;
4. Integrate local and global perspectives in teaching the principle of the common good;
Program Outcomes 5. Employ the principle of sustainable development in teaching and learning;
6. Show scholarship in research further learning: and
7. Display the qualities of an innovative teacher who has mastery of the subject matter.

COURSE CONTENT/SUBJECT MATTER STUDENT OUTPUT

 Orientation
 Introduction to the study of the course
 Learner-Centered Psychological Principles
(Cognitive and Metacognitive Factors)
 Basic Concepts about the different Theories of
child as a learner
 Theories (Sigmund Freud, Erickson, Havighurst,
Sullivan, Piaget)
 Theories (Kohlberg, Gilligan, Fowler)
 Principles of Growth and Development
WEEK 6 PRELIMENARY EXAMINATIONS
 Student Diversity
 Constructivism knowledge Construction/ Concept
Learning
 Transfer of Learning
 Bloom’s and other Taxonomy of Objectives
 Problem Solving and Creativity
 Meaning and Types of Motivation
WEEK 12 MIDTERM EXAMINATIONS
 Mandates/ Legal Bases- CHED Memo Order No.
52 s. of 2007 and DepEd Order No. 32, s. 2009.
 Revisiting the 14- Learner-Centered
psychological Principles
 Various teaching learning delivery modes
 Research Paper- Concept paper (preparation)
 Presentation of Concept Paper
Prepared by:
 Essay about being an ambassador of the
institiution
 K-W-L Chart about the topic
 Learning Paper on every discussion to be
submitted in schoology.com or other
platforms.
 Analysis through peer discussion or grup
discussion.
 Presentation of output by means of different
Ghant Chart, Fish bone diagram etc.
 Analyzing and criticizing the video clip which
related to the topic that was discussed.
 Essay about being an ambassador of the
institiution
 K-W-L Chart about the topic
 Learning Paper on every discussion to be
submitted in schoology.com or other
platforms.
 Analysis through peer discussion or grup
discussion.
 Presentation of output by means of
different Ghant Chart, Fish bone diagram
etc.
 Analyzing and criticizing the video clip
which related to the topic that was
discussed.
 Presentation of output by means of different
active participation and discussion plus
critiquing of outputs presented by the
students.
 Let the teacher facilitates within 10 minutes.
Allow the team members to be cooperative
Reviewed by: Approved by:

ROMEO A. PILONGO, Ph.D MARCIA NINA C.SALVADOR, LPT, ALEJANDRO D. MAGNAYE, DBM-
(candidate) M.Ed. HM
Professor Program Director Dean
This is a controlled document. Revision of this document should undergo the standard procedure. The original copy of this document is located at the office of the
College Dean. The user should secure the latest revision of this document from the office of the College Dean. 2/3
  Analyzing and Critiquing within their own team and the teacher is open
to consultation, coaching, mentoring and allied
technique or strategy that the teacher can
help the team.
 The team are expected to submit their output
on a ring bounded concept paper one week
before the final exam (5-15 or up to 25 pages
approved for ring bounding).
WEEK 18 FINAL EXAMINATIONS
REFERENCES:
GRADING SYSTEM: Tasks 1. Lucas, Maria Rita D., Corpuz, Brenda B. Facilitating
Learning: A Metacognitive Process. Lorimar Publishing
60% House Inc. 2007.
Performace task/Output (individual/group) 25%
Quizzed 20% 2. Academy of Orton-Gillingham Practitioners and
Active Participation 15% Educators. (2011). Orton-Gillingham approach.
Major Examinations 40% [Retrieved: November 07, 2011].
(Prelim, Midterm, Finals) 100%
3. Dizon, P.B., Fulgencio, A.B., Gregorio, J.A., Obias,
P.H.R., Vendivel, R.A., & Gines, A.C. (2005). General
psychology: A textbook for college students.
Mandaluyong City, Phil.: Omicron publishing.

4. Junn, E.N. & Broyatzis, C. edited (2004). Child growth

and development, 13th ed. Connecticut:
Dushkin/McGrawhill.

5. Kumar, M. (2004). Modern teaching of educational

psychology. New Delhi, India: Anmol publishing Pvt. Ltd.

6. Pearson Education. (2010). Jerome Bruner and

discovery learning. Pearson Prentice Hall. [Retrieved:
November, 2011].

7. Plotnik, R. & Kouyoumdjian, H. (2009). Introduction to

psychology. Phil ed. Singapore: Cengage Learning, Inc.

8. Rippel, M. (2011). The Matthew effect and teaching

reading. Minerva WebWorks LLC. (2011). [Retrieved:
November 06, 2011].

9. Tria, E.G., Limpingco, D.A. & Jao, L. (2008). Psychology

of learning. Quezon City: Ken, Inc.

CLASSROOM POLICIES

1. On Attendance
A student who incurs more than the maximum allowable absences, i.e. 20% of the required school days, shall be
reported/referred to the Program Director, who shall determine whether or not the students should be given a failing grade and given no
credit for the course or subject, for reasons considered valid and acceptable to the school. In case the student is allowed to continue, he
shall be held responsible in keeping up with lessons and taking examinations when applicable.
2. On ID and Uniform
Students should always wear their ID inside the campus also student should be in prescribed uniform. Civilian clothing is applied
only for those students with a written permission from the Office of Student Affairs (OSA).
3. On Cleanliness
Students should help in the maintenance of cleanliness and orderliness inside the classroom.

Prepared by: Reviewed by: Approved by:

ROMEO A. PILONGO, Ph.D MARCIA NINA C.SALVADOR, LPT, ALEJANDRO D. MAGNAYE, DBM-
(candidate) M.Ed. HM
Professor Program Director Dean
This is a controlled document. Revision of this document should undergo the standard procedure. The original copy of this document is located at the office of the
College Dean. The user should secure the latest revision of this document from the office of the College Dean. 3/3