(PDF) Educ1 Facilitating Learner Centered Teaching - Frederick W Gomez - Academia - Edu

12/26/2019 (PDF) Educ1 Facilitating Learner centered Teaching | Frederick W Gomez - Academia.
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Educ1 Facilitating Learner
centered Teaching
Frederick W Gomez
Educ1 Facilitating Learner

centered Teaching Download with Google
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12/26/2019 (PDF) Educ1 Facilitating Learner centered Teaching | Frederick W Gomez - Academia.edu
Educ1 Facilitating Learner centered Teaching  D O W N LO A
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D. COURSE OUTLINE & TIMEFRAME
Week Course Content / Subject Matter

l Learner – Centered Foundation
week1 Introducing Facilitating Learner-centered teaching
week 2 Teaching and Learning Facilities
week 3 Mandates/ legal bases
week 4 Fundamental principles: Physiological, Cognitive (Affective & Psychomotor), Emotional, Sociocultural and etc.
11 Learner – Centered Psychologist and Theorist
week 5 Prominent Educational Psychologist & their Theories
Sigmund Freud (3 component of Personality, 5 Psychosexual stage of dev & id, the ego, the superego, psychosexual development, and the death instincts.); Erik Erikson (8 s tages of Psychosocial dev
of Cognitive Dev); Lawrence Kohlberg (3 stages & 6 substances on Moral Development); Lev Vygotsky (Sociolcultural, Zone Proximal Dev & guided practice); Urie Brofenbrenner (Bio-ecological
(developing attachment theory on child care and parenting); Harry Harlow (contact & comfort-surrogate); Raymond Cattell (factor analysis and multivariate analysis-16factor-model of personality)
reduction theory – rigorous scientific method); Ivan Pavlov (classical conditioning); John Broadus Watson (Behavior); Wilhelm Wundt (structuralism & consciousness); Hermann Ebbinghause (l
Edward B. Titchener (structuralism-breaking down human consciousness into the smallest possible elements);
week 6 Learner-cent ered advocates and advocacies

Sophist - Protagoras, Gorgias, Antiphon, Prodicus, and Thrasymachus (to be train in order to take care of himself); Plato (the individual must be trained by the state) Aristotle (training of good citi
Marcus Fabius Quintilianus-Quintilian (society revolved around language, morals and education) Peter Abelard (language itself cannot determine the reality of things, but that physics must do so )
everyone must know how to read his bible and understands here own), Francis Bacon (accumulated knowledge of society, to the young) Thomas Hobbes (the child should be trained in order to serve
Amos Comenius (the child starts from general and undefined manner and he follow the method of nature and let him observe, and thereby lead him to understand of things about him) John Locke (edu
learning through experience with this outside world and working towards the realization of happiness. His ideal was a sound mind in a sound body), Jean Jacques Rousseau (he identifies himself in t
SOCIAL CONTRACT), Johann Heinrich Pestalozzi (education should be a matter of building citdizens according to a socially accepted and determined pattern and following he inner pattern of the c
Herbart (the teacher determines the impression the child receives), Wilhelm August Proebel (he founded the s chool of kindergarten , the garden of children. For him the school was operated like a garde
permit and helpt the children to grow, just as the gardener helps the flowers to grow) John Dewey (the center of education should be the individual child. Thus, this would lead to the child-centered scho
week 7 Various teaching-lerning delivery modes
Centered on the learning style of the child: David Kolb theory of learning style - 1. Concrete Experience - (a new experience or situation is encountered, or a reinterpretation of existing exp
Observation of concept
existing abstract the NewThe
Experience - learned
person has (of particular importance
from their are any
experience). inconsistencies
4. Active between experience
Experimentation (the andapplies
learner understanding).
their idea(s)3. Abstract
to the worldConceptualization (reflection gives rise to a new idea, o
around them to see what happens).
week 8 Models (one preferred model by the team/group for presentation – Learner – centered Teaching)
lll Learner – Centered Models
week 9 Presentation of the model (Learner-Centered Teaching)
week 10 Steps, processes and practices (the team should come-up the most preferred steps,process & practices which is more convenient & easy to learn by the students)
week 11 Review of the Related Literature and Studies (RRLS) about the learner-centered teaching
lV Research Paper
weeks Preparation on the Publishable Paper
12-17 1. Introduction
2. Methods
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VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to s erve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in en
practice of entrepreneurial skills
CORE VALUES : T ranformational, C ommunity – based C ompetence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
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3. results and discussion
4. References
E. LEARNING PLAN
Desired Learning Course Content/ Textbooks/ Teaching and Learning Activities (TLAs) Assessment Task Resou
Outcomes (DLO) Subject Matter References (ATs) Mate
Describe and point-out the Introducing Chalk Talk Activity. Computer Aided Instruction. Let the teacher Comput
attributes and characteristics of a https://www.deped.gov. facilitate within 10 minutes. Allow the student to revisit the RRLS in the Submit Output /internet
learner-centered teaching learning facilitating Learner- ph/wp-content/ multimedia infrastructure being the netizen of the world and point-out connect
using the different views of the centered teaching uploads/2017/08/DO attributes and characteristics that will help st udent to understand about hard cop
educational psychologist and through their _s2017_042-1.pdf being learner-centered teaching curriculum, student and teacher by
philosophers (ancient, medieval & CHED Memorandum relating their personal vision and mission. Let the student discover and tell Mindterm and Final Exams
contempory). personal vision & Order No. 52, s. 2007 the class what is learner-centered for him/her. Let them ponder. Who is
mission and DepED Order No. 32, the learner – centered? Is it the teacher? Or the Student? Whom do you
s. 2009 think is the learner-centered? the subject? the curriculum? the student or
the teacher? What elements of the learning environment constituted
https://www.norwoodschool. “essential” and “greatest” in the making of the “learner -centered” critical
org/child-centered-education and reflective teaching – learning environment? Tell, the individual student
to make their own personal vision and mission & relate thembeing “lerner -
centered.” Do this by writing (cursive) in a short size bondpaper.
Explore the fundamental Teaching Learning Collaborative and cooperative activity. Computer Aided Let the student observe and Comput
principle, processes and practices https://www.education. Instruction. Let the teacher facilitate within 10 minutes. Allow the process their observation by allowing /internet
about the teaching learning facilities ie/en/Publications/.../Action- student to conduct researches regarding the essential elements of them to submit a “think piece” paper connect
delivery modes by revisiting the Plan-for-Education-2017 pdf teaching and learning and let the team of seven (7) member discover that according to the IGNATIAN hard cop
delivery modes by revisiting the Plan for Education 2017.pdf teaching and learning and let the team of seven (7) member discover that according to the IGNATIAN hard cop
physical facilities and other support teaching and learning are supported by experience and are authentic PEDAGOGY paradigm.
services. learning. Let them share/ discuss what delivery modes the t eam may
prefer and why?. Write this in a cursive “form” in a s hort size bond paper Mindterm and Final Exams
Educ1 Facilitating
Familiarizing and be oriented Learnerhttps://www.sun.ac.za/.../
Mandates/legal centered Teaching by using the the IGNATIAN PEDAGOGYin a CERAE “think piece.”
Buzzing activity. Computer Aided Instruction. Let the teacher
 D O W NComput
LO A
Let the team share/exchange of
on the legal bases learning-teaching/.../A%20 facilitate within 10 minutes. Let the team familiarize the provisions and ideas and opinion and process their /internet
bases Handbook%20for%20 other relative legal bases using t he SCRA, Phil Rep, Official Gazette, critical analyses by allowing them to connect
Teaching%20... CMOs, RA, PD, EO, GO, LOI, etc…on having a learner-centered submit a “think piece” paper according hard cop
CHED Memorandum Order No. teaching… and allow t hem to process their team output using the to the IGNATIAN PEDAGOGY
52, s. 2007 and DepED Order No. IGNATIAN PEDAGOGY. Can this be of great help? Why? How this beng paradigm in a short size bondpaper.
32, s. 2009 implemented and truly be the act of s ocial and economic legislation?
Mindterm and Final Exams
Revisit through researches and Fundamental eLibrary and Research Reinventiveness. Computer Aided Let the student select the most Compu
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classifying them according to their principles in https://faculty.londondeanery.ac. Instruction. Let the teacher facilitate within 10 minutes. Let the student preferred fundamental principle of /internet
relevance and applicability uk/...learning/...teaching/ discover regarding the fundamental principles about the facilitating teaching-learning so as to prepare / connect
regarding the fundamental facilitating Learner- Facilitating_learning_teachi... learner-centered through RRLS and evaluate them according to their make/ create a “think piece” paper hard cop
principle on the facilitating learner- Centered Teaching preciseness and applicability of the adopted principles. If possible the tittle by the team in a short size
centered, curriculum, teacher and team may be able to “lift” and “craft” their potential “researchable” “title” bondpaper.
students. https://www.scribd.com › and research “problem.” Research ethics and Intellectual Property Rights
Documents › Personal Growth (IPR) are always emphasize for the purpose of “learned” behavior and Use this paradigm to guide the team
“authenticity” of the “craft.” The “t eam “ are required to submit ten (10) preferred researchable title.
barrowed statement from different IPR in support to the potential
researchable title submitted. Do this in a short size bondpaper. Mindterm and Final Exams
Enumerate, classify, and Educational eLibrary and Computer Aided Instruction activity . Let the teacher Comput
identify educational psychologists https://www.very wellmind.com facilitate within 10 minutes. Allow the t eam to read and review on Let the team be inform regarding /internet
advocacy according to their genra psychologist of /freuds-stages-of-psychosexual- educational psychologist, philosophers and experts on the field RRLS by the rubric and how they were connect
and theme. learner-centered development-2795962 writing and listing down their t heme and chronological perspective utilize/use as a tool for evaluation. hard cop
teaching and its according to curriculum – teacher – student centered teaching learning And, the following criteria to be
Select only one educational https://www.simply pedagogy. Let the team be aware that t he “citation” on the barrowed rubricated are:
psychologist which you think and contribution psychology.org/pavlov.html statement be always on the priority (e.g. Gomez, Frederick W. (2019). 1. No. of RRLS;
believed that his/her teaching ABC on the Methdods of Research. https://www.scribd.com/.../Dr- Alphabetically arranged
advocacy is relevant to time, space https://info.psu.edu.sa/.../ Frederick-W-Gomez-the-ABC-on-the-Methods-of- according to year of
and circumstances to the learner, Erikson's%20Theory%20 Educ./accessed/8/12/2019. publication (SY2015 up);
teacher and school. of%20Psychosocial% The team are expected to write RRLS on the curriculum, teacher and 2. Arranged them according
20Developme student using the IGNATIAN PEDAGOGY. to theme:
2.1. Curriculum
https://www.researchgate. 2.2. Teacher
net/./265916960_the_piaget 2.3. Students
_theory_of_cogniti.
Read, review and summarize Learner-centered Forum: Computer Aided Instruction activity.Let the teacher Mindterm and Final Exams Comput
the advocacies on learnerhttps://www.newfoundations.com facilitate within 10 minutes. Organize the student into Team of seven (7) /internet
centered curriculum, school and advocates and /gallery/quintilian.html member and allow them to discuss the pros and cons on the trend and connect
teacher. advocacies issues brougth by the advocates and advocacies on “learner -centered Submit output in a short size hard cop
https://www.iep.utm.edu/sophists/ learning.” Contextualize the preferred barrowed ideas into IGNATIAN bondpaper.
PEDAGOGY using the CERAE “think piece.”
https://www.iep.utm.edu/dewey/ It is expected that the t eam chosen their repertoire (spoke person) in
Make / construct a delivery Various teaching- https://www.simplypsychology.org every presented “think piece” for the “dialogue.” Comput
modes on various teaching- /learning-kolb.html /internet
learning model that will help learning delivery connect
learner not “left behind.” modes hard cop
Adopt a feasible and viable Collaborative and cooperative activity. Computer Aided Submit output in an I GNATIAN IMs
model on various teaching learning https://www.simplypsychology.org Instruction. Let the teacher facilitate within 10 minutes. After the team of PEDAGOGY using the CERAE “think Power P
Teaching-learning
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Download Template (Free) OPEN

To View Template, Download Here
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delivery modes Models /learning-kolb.html seven (7) member explore, collect and gather available RRLS they were piece” It should be done in a short LED/ LC
able to conceptual mapping the most preferred and applicable model for size bondpaper. Comput
the child-centered teaching presentation Allow the team to select t he best Connec
the child centered teaching presentation. Allow the team to select t he best Connec
model chosen for their presentation. Format their “report” into the Mindterm and Final Exams
IGNATIAN PEDAGOGY using the CERAE “think piece.”
Presentation of the https://www.newfoundations.com IMs
Educ1 Facilitating Learner/gallery/quintilian.html

model (learner- centered Teaching  D O W NPower
Mindterm and Final Exams
LOPA
LED/ LC
centered)
https://www.deped.gov. Dialectic. Computer Aided Instruction.Let the teacher facilitate Submit output in the form of the IMs
ph/wp-content/ within 10 minutes. Let the team process the advocate and advocacies IGNATIAN PEDAGOGY using the Power P
Steps, processes uploads/2017/08/DO into practice regarding the RRLSon the previous “topics” and allow t hem CERAE “think piece.” It should be LED/ LC
and practices _s2017_042-1.pdf to come-up their own generalization. What best practices the team can done in a short size bondpaper.
https://www.norwoodschool.
org/child-centered-education recommend?
implement? Why this practice “must” be done? And, how we are going to Mindterm and Final Exams
Review of the related Educational Psychology Research Exploration. Let the teacher facilitate within 10 Comput
Teaching of the Great Philosopher minutes. Let the team do the surfing and utilize the intellectual Submit output Internet
literature and migration using the multimedia infrastructure. And, allow them to Connec
studies (RRLS) surf relevant RRLS that has significant bearing on the IMs
about the learner- “Child/Leaarner -centered teaching.” Let them take note “potential Mindterm and Final Exams Power P
researchable title and RRLS” for future study to be made by the LED/ LC
centered team. The team is required to submit five (5) potential title in a
short size bondpaper.
Preparation on the https://www.scribd.com/ Comput
document/347586950/Teachers- Research. Let the teacher facilitate within 10 minutes. Allow the Internet
Publishable Paper and-Principals-Clinical- team member to be cooperative and collaborative within their own Submit output Connec
1. Introduction Instruction-Supervision-in-the- team and the teacher is open to consulation, coaching, mentoring IMs
2. Methods Classroom and allied technique or strategy that the teacher can help the te am. Power P
Final Exam LED/ LC
3. Results and The team are expected to submit their ouput on a ring bounded
discussion reseach paper, one (1) week before the final exam (5 – 15 or up to
4. References 25 pages approved for ring bounding).
F. Suggested Readings and References
3C Institute. (2015). Serious games. Retrieved from https://www.3cisd.com/what-we-do/serious-games.
Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In McMillan, J.H. (Ed.), Sage handbook of
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assessment, p. 167‒178. Los Angeles, CA: Sage.
Black Girls Code: Imagine, Build, Create. (2013). Programs/events. Retrieved from http://www.blackgirlscode. com/program sevents.html.
Campos-Castillo, C., & Ewoodzie, K. (2014). Relational trustworthiness: How status affects i ntra-organizational inequality in job autonomy. Social Science Research, 44, 60-74.
Carver, John. (2015). 2020 Howard-Winn Admin Update. Retrieved from http://2020hwinnadminupdates. blogspot.com/2015/10/jcc-october-16-2015.html?_ sm_au_= iVVZSvStrsD
Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in Hive NYC through br
opportunities. New York, NY: Hive Research Lab.
Consortium for School Networking. CoSN’s 2015 annual E -rate and infrastructure survey. (2015). Retrieved from http://cosn.org/sites/default/files/pdf/CoSN_3rd_Annual_Survey_O
Culatta, R. (2015). Using Technology to Close Equity Gaps. YouTube. Retrieved September 21, 2015, from http://www.youtube. com/watch?v=6m-eMFz0iZI. The term “blended le
meaning given the term in Section 4102(1) of the ESEA, as amended by ESSA
Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86),
Dahlberg, N. (2016). Black Girls Code relaunching Saturday with gaming workshop. Retrieved from http://www.miamiherald.com/news/local/community/miami-dade/article855007
Erickson, L. (2013). Concept-based curriculum and instruction: Engaging the child’s mind. [Presentation at the ninth Annual Education Conference at the International School of Gen
Garcia, Antero, ed., 2014. Teaching in the Connected Learning Classroom. Irvine, CA: Digital Media and Learning Research Hub.
Gomez, Frederick W. (2019). ABC on the Methdods of Research. https://www.scribd.com/.../Dr-Frederick-W-Gomez-the-ABC-on-the-Methods-of-Educ./accessed/8/12/2019

Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educa
and technology (pp. 401 – 412). New York, NY: Springer
Hirsh-Pasek, K., Zosh, J.M., Golinkoff, R.M., Gray, J.H., Robb, M.B., and Kaufman, J. (2015). Putting e ducation in “educational” apps: Lessons from the s cience of learning. Psych
Public Interest, 16, 3-34.
IAEB―International Education Advisory Board. (2013). Learning in the 21stcentury: Teaching today’s students on their terms.
<www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf>
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhod es, J., Salen, K.…Watkins, C. S. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media
Hub.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, TX: The New Media Consortium.
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Kellman, P. J., & Massey, C. M. (2013) Perceptual learning, cognition, and expertise. In B. H. Ross (Ed.), The psychology of learning and motivation (Vol. 58, pp. 117 -165). Amster
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: C AST Professional Publishing.
Mindset Works. (2012). The Experiences. Retrieved from https://www.mindsetworks.com/webnav/experiences. aspx.
Molnar, M., Culatta, Richard (2014). Five Ways Technology Can Close Equity Gaps. Education Week . Retrieved September 21, 2015, from
http://blogs.edweek.org/edweek/marketplacek12/2014/11/richard_culatta_five_ways_ technology_can_ close_equity_ gaps.html
Office of Educational Technology. (2015). Ed tech developer’s guide. Washington, DC: U.S. Department of Education. Retrieved from https://tech.ed.gov/developers-guide/.
Partnership for 21st Century Learning. (2013). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework .
PBS LearningMedia. (2013). Teacher technology usage. Arlington, VA: PBS LearningMedia. Retrieved from http://www.edweek.org/media/teachertechusagesurveyresults.pdf
Pritchard, Allan (2017). Ways of Learning. Learning Theories for the Classroom. London: Routledge. .. focus on the learning s tyle and its eflects changes in government policy and is
developments in practice.
Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Center’s Inte
Project.
Reardon, C. (2015). More than t oys — Gamer affirmative therapy. Social Work Today, 15(3), 10. Retrieved from http://www.socialworktoday.com/archive/051815p10.shtml.
Ribble, M. & Bailey, G.D. (2015). Digital Citizenship in Schools (3rd ed.). Eugene, Or.:International Society for Technology in Education.
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times

. Thousand Oaks, CA: Corwin Press.
Singh M. & Qi J. (2013). 21st century international mindedness: An exploratory study of its conceptualisation and assessment
. Sydney, Australia: Centre for Educational Research
University of Western Sydney. <ibo.org/research/programmedevelopment/ programmedevstudies/literature/documents/SinghQiIBreport27JulyFINALVERSION.pdf>
The Joan Ganz Cooney Center. (2014). Family time with apps: A guide to using apps with your kids. Retrieved from http://www. joanganzcooney center.org/publication/family-time-
The Center for Innovative Research in Cyber Learning. (2014). NSF cyberlearning program. Retrieved from http://circlcenter.org/projects/nsf-cyber-projects/ .
UNESCO―United Nations, Educational, Scientific and Cultural Organization. (2013). UNESCO principles on education for development beyond 2015. [Adapted from UNES
contribution to the Quadrennial Programme Priorities for 2014‒2017 (37 C/5) – unpublished.]
U.S. Department of Education (2016). Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments. https://www2.ed.gov/policy/elsec/leg/essa/ guidanceuseseinv
Department of Education, Office of Elementary and Secondary Education (2016). Non-Regulatory Guidance: Student Support and Academic Enrichment Grants. https://ww
policy/elsec/leg/essa/essassaegrantguid10212016.pdf.
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12/26/2019 (PDF) Educ1 Facilitating Learner centered Teaching | Frederick W Gomez - Academia.

Educ1 Facilitating Learner centered Teaching LO G I N SIGN UP  D O W N LO A

Educ1 Facilitating Learner

Download with Facebook

or download with email

Educ1 Facilitating Learner centered Teaching  D O W N LO A

Educ1 Facilitating Learner centered Teaching  D O W N LO A

Week Course Content / Subject Matter

week 6 Learner-cent ered advocates and advocacies

Download Template (Free) OPEN

Educ1 Facilitating Learner/gallery/quintilian.html

F. Suggested Readings and References

3C Institute. (2015). Serious games. Retrieved from https://www.3cisd.com/what-we-do/serious-games.

Educ1 Facilitating Learner centered Teaching  D O W N LO A

Mindset Works. (2012). The Experiences. Retrieved from https://www.mindsetworks.com/webnav/experiences. aspx.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times

Educ1 Facilitating Learner centered Teaching  D O W N LO A

Educ1 Facilitating Learner centered Teaching  D O W N LO A

Educ1 Facilitating Learner centered Teaching  D O W N LO A

Educ1 Facilitating Learner centered Teaching  D O W N LO A

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