PASS College

Quezon Avenue, Alaminos City, Pangasinan

COURSE SYLLABUS
2nd Semester 2019-2020
College Department

Course Name : Facilitating Learner-Centered Teaching

Course Credits : 3 units
Course Description : This course deals with the fundamental principles, processes and practices anchored on learner centeredness. The subject will enrich the
knowledge of pre-service teachers and/or teacher education students on facilitating various teaching-learning delivery modes to enhance learning of
diverse learners.
Contact Hours/week : 3 hours/week
Vision : In pursuit of excellence and innovation in all its dimension, PASS College as leading Higher Education Institution, is committed to build holistic and
transformative learning community dedicated towards academic excellence, ethical and values formation of competent leaders with relevant
social skills and dynamic citizenship that will produce globally competitive professionals responsive to the demand in today’s diverse environment.
Mission : Committed to providing the students quality and well – rounded education to effect relevant social transformation and to uplift their quality of life that
will serve as their passport to success, PASS College espouses the following mission through a dynamic academic community interaction:

Quality Service and Institutional Development

Optimum access to PASSian education and service in a caring and responsive atmosphere and innovative management processes that acquires,
disseminates and utilizes appropriate technology to enhance the institution’s educational services and fosters an organizational culture that
nurtures employee productivity and satisfaction.

Establish linkages, partnerships and collaborations that will be the source of learning for the academic community as well as serving as an active mover
in providing efficient and effective delivery of educational services.

Research and Community Centered

Aggressive pursuit of knowledge through advancement and research undertaking discovering, processing, documenting, transmitting and utilizing
results for community service towards economic development as well as environmental sustainability.

Instruction and Leadership

Provide equitable access to necessary knowledge, learning and skills through innovative industry based and environment-conscious programs meeting
the demand and requirement of today’s world by producing and developing skilled and competent professionals, who would provide leadership in
different disciplines and levels by emphasizing the acquisition of functional knowledge and skills thereby contributing towards nation building and global
citizenship.

Professionalism
Produce empowered professionals with wholesome values and attitudes towards work environment and the community and who are globally
competent, socially and ethically responsible, God centered, nationalistic and environment conscious as employee, entrepreneurs and leaders of
choice in both public and private sectors.

Institutional Policy : As a learning and transformative community, our philosophy is to cultivate the potential in every student to achieve a high level of competence in
their own field of endeavor, to inculcate in them the love of God and to manifest empathy and commitment to fellow beings by inspiring positive
change, embracing diversity and the full richness of our community.

To make education a tool in attaining the goals of social justice, unity, freedom and prosperity, PASS College believes that education should produce a
 Filipino who respects human rights, whose personal discipline is guided by strong spiritual and moral values, who can think critically and creatively,
exercise responsibly his rights and duties as a citizen, whose mind is informed by science and also from Jose P. Laurel’s philosophy: truth and fortitude
and for God and country, the great teacher, an educator, a lawyer, a legislator, a statesman, philosopher and thinker who said:
“An Education program that geared exclusively to the need and problems of the individual and country would be fruitless and dangerously inadequate,
if it did not take into account the problems of the modern worlds, and if it did not inculcate certain virtues and social values that would make for
international peace which after all is the universal desire of man.”

With this philosophy, PASSS College commits itself to the following development goals for its courses:
 To lead in developing the citizens into a highly skilled individuals with proper work attitudes and with deep concern for the society and ecology,
that will make them better citizens of the community imbued with strong moral values and faith in God and love of fellowmen.
 To be a center for training and professional development of accountants, managers, businessmen, entrepreneurs, information technology experts,
developers, bankers, criminologist, hoteliers, health caregivers, teachers and other professional careers.
 To develop a pool of manpower who are goal-oriented, value oriented, service-oriented, development-focused, productive and resource-oriented;
and,
 To establish a strong linkage between the academe and the industry in the development of a manpower pool.

Core Values : PASSian Education aims to IGNITE the following traits and characteristics among its stakeholder:

INTEGRITY - Academic integrity is the foundation of all core values upon which our reputation rests. Through integrity, fortified by our commitment to
service, we strive to foster symbiotic relationship under the principle of justice, fair play and equity. We strive to do what is morally right for our people,
for our community and for our country. PASSian community is built upon strong moral foundation. It grow strong when members practice honesty and
accept responsibility for their actions and words by demonstrating commitment to the value of integrity in word and deed.

GOD-CENTERED - PASSians flourish in a community where love of God, country and fellow beings is cultivated and nurtured. Compelled by the love of
God, PASSian community is keen in making known the glory of God’s grace and how to live the God–centered life in this contemporary age.
Living the God-centered life is a calling and stewardship as God’s beloved.

NATIONALISM – PASSian Education is dedicated to the achievement of the highest quality in education that promotes holistic development
alongside with the unwavering loyalty and devotion to a nation, especially a sense of national consciousness, respect and identity. Informed and
empowered citizens are essential to the creation of a civil and sustainable society. We values the development of responsible citizenry, grounded
on honesty, courage and compassion and committed to advancing democratic and patriotic ideals.

INNOVATIVE – Independent learning and collaborative learning are basic to being well educated, PASSian education provides interdisciplinary learning
experiences through an integrated school curricula to have the students develop the ability to think in terms of whole systems marked by innovation or
by using or showing new methods, ideas; tending to innovate or using/showing new methods and ideas to further understand the frontiers of knowledge
and its interrelatedness across discipline.

TRANSFORMATIVE – We recognize the expertise of all members of the PASSian community and encourage individual contribution towards change,
whereby we include the stakeholders in making decisions that affect them, treat them with dignity and encourage feelings of self-worth, promote
trust through professional courtesy and fair treatment and recognize support employee and student contributions in addressing the challenges
of change management. PASSian community protects academic freedom and freedom of inquiry and expression, we aspire to inspire change
or causes a shift in viewpoint as social catalyst and transformist, whereby affecting a change in philosophical, practical and strategic process to affect
significant change within oneself and the society, to catalyze sociocultural, socioeconomic and sociopolitical change. We also recognize that diversity
is a source of renewal and vitality, hence we are committed to developing capacities for living together harmoniously, where community climate offers
condition of openness in which students, faculty and staff interact with respect, tolerance and equity towards transforming the society and the global
community to become a better place to live in.

EXCELLENCE – We strive to develop and pursue higher standard by maintaining highly qualified, competent and committed human resources that
will be the backbone of the institution. We also strive to maintain and deliver top of the line facilities and services, updated programs and
responsive services anticipating the needs of academic community thus promoting continuous growth excellence. Emphasis is placed on the
development of teamwork through collaborative efforts across the departments. Evaluation of all functions in necessary for improvement andcontinuous
 renewal. PASS College is committed to studying its effectiveness through quality assurance by
self-assessment and accreditation.

SOCIAL AND ETHICAL RESPONSIBILITY- Social responsibility is an ethical framework and suggests that an entity, be it an organization or individual, has an
obligation to act for the benefit of society at large. Social responsibility is a duty of every individual has to perform so as to maintain a balance
between the economy and the ecosystems. Though community based learning, PASSian education engages students in community involvement
and formal reflection on the value of these experiences to become socially and ethically adept to the growing challenges and responsibility that we have
to foster as steward of creations.

Thus, PASSian Education is committed to the formation of empowered Filipino men and women who find fulfillment in intelligent fellowship and responsible
leadership in igniting their passion towards responsibilities to God, country, and fellowmen.

Course Outcome : At the end of semester, the students must have:

1. Explained the meaning of facilitating learner-centered teaching
2. Discussed the various ways of fostering metacognition in the classroom
3. Specified the significance of learner centeredness in teaching and its principles
4. Explained the theories related to the learners’ development
5. Demonstrated the application of differentiated instructions/strategies in teaching diverse learners

COURSE OUTLINE AND TIMEFRAME

Course Content
Week 1-21 CHAPTER 1: METACOGNITION
 Definition of metacognition
 Characteristics of metacognition
 Metacognitive knowledge and regulation
 Levels of metacognitive learners
 Misconceptions about metacognition
 Strategies and examples on how to use fostering metacognition in the classroom
CHAPTER 2: LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)
 Learner-Centered psychological principles
 Cognitive and metacognitive factors
 Motivational and affective factors
 Developmental social factors
 Individual differences factors
CHAPTER 3: THEORIES RELATED TO THE LEARNERS’ DEVELOPMENT
 Cognitive learning theories
 Social learning theory
 Psychosexual learning theory
 Moral development learning theories
 Socio-Cultural learning theories
 Subsumption learning theories
 Cognitive dissonance learning theory
 Levels of consciousness
 Hierarchy of needs
 Information processing theory
 Gestalt learning theory
 Experiential learning theory
 Personal construct theory
 Bio-Ecological theory
  Behaviorist perspectives
 The Constructivist theory
CHAPTER 4: STUDENT DIVERSTIY
 The multiple intelligent learners
 Addressing multiple intelligences in the classroom
 The VARK Model of student learning styles
 Teaching strategies for visual learners
 Teaching strategies for aural learners
 Teaching strategies for reader and writer learners
 Teaching strategies for kinesthetic learners

LEARNING PLAN
TEACHING AND
ASSESSMENT RESOURCE/
DESIRED LEARNING COURSE CONTENT TEXTBOOKS LEARNING ACTIVITIES CORE VALUES TIME TABLE
TASK (ATs) MATERIALS
COMPETENCIES (DLC) (TLAs)
1. Discussed CHAPTER 1: Facilitating Learner-Centered (projector, laptop, Week 1-2
metacognitive METACOGNITION Teaching Lecture Think-Pair-Share Collaboration meta cards, marker, 6 Contact Hours
regulation and the  Definition of metacognition Leah S. Bejosano-Laforteza, et ball pen and paper)
models supporting  Characteristics of al Q-A Discussion Research Work Transparency
the said process metacognition 2019 Edition
2. Cited strategies and  Metacognitive Active (projector, laptop,
approaches that knowledge and Brainstorming Involvement meta cards, marker,
teachers can use to regulation ball pen and paper)
enhance  Levels of Leadership
metacognitive metacognitive Facilitating Learning
learning across the learners Violeta A. Vega Written Quiz Mastery
different curricular  Misconceptions 2012 Revised Edition
areas about Empowerment
metacognition
 Strategies and examples on
how to use fostering
metacognition in the classroom
1. Described how the CHAPTER 2: LEARNER- Facilitating Learner-Centered Lecture Brainstorming Collaboration (projector, laptop, Week 3-5
14 principles are CENTERED Teaching meta cards, marker, 9 Contact
connected to each of PSYCHOLOGICAL Leah S. Bejosano-Laforteza, et Q-A Discussion Mix-Pair Transparency ball pen and paper) Hours
the given PRINCIPLES (LCP) al Discussion
activity/strategy in • Learner-Centered 2019 Edition Recap of past lessons (projector, laptop,
the classroom psychological principles Facilitating Learner-Centered Lecture Active meta cards, marker,
2. Aligned  Cognitive and metacognitive Teaching Turn and Talk Involvement ball pen and paper)
learning/insights factors Leah S. Bejosano-Laforteza, et Q-A Discussion
gained to the 14  Motivational and affective al Leadership
principles factors 2019 Edition Recap of past lessons Interactive Lecture
3. Demonstrated  Developmental social factors Mastery
showing the  Individual differences factors
appreciation 14 Empowerment
principles that make
the facilitating Facilitating Learning
learning effective Violeta A. Vega
2012 Revised Edition
1. Explained the CHAPTER 3: THEORIES Facilitating Learner-Centered Week 6-9
 salient features of RELATED TO THE Teaching Lecture Collaboration (projector, laptop, 12 Contact Hours
cognitive learning LEARNERS’ Leah S. Bejosano-Laforteza, et Small Group meta cards, marker,
theories and its DEVELOPMENT al Q-A Discussion Discussion Transparency ball pen and paper)
implication to  Cognitive learning theories 2019 Edition
teaching  Social learning theory Recap of past lessons Group Evaluation Active (projector, laptop,
2. Demonstrated deep  Psychosexual learning theory Involvement meta cards, marker,
understanding on  Moral development learning ball pen and paper)
how these theories theories Leadership
can be applied to Facilitating Learning
teaching and Violeta A. Vega Mastery
learning situations 2012 Revised Edition
3. Summarized the Empowerment
important concepts
of each learning  Socio-Cultural learning Facilitating Learner-Centered Lecture Week 10-12
theory theory Teaching Collaboration (projector, laptop, 9 Contact Hours
 Subsumption learning Leah S. Bejosano-Laforteza, et Q-A Discussion Small Group meta cards, marker,
theories al Discussion Transparency ball pen and paper)
 Cognitive dissonance learning 2019 Edition Recap of past lessons
theory Group Evaluation Active (projector, laptop,
 Levels of Consciousness Involvement meta cards, marker,
ball pen and paper)
Leadership
1. Explained the Facilitating Learning
salient features of Violeta A. Vega Mastery
cognitive learning 2012 Revised Edition
theories and its Empowerment
implication to
teaching  Hierarchy of needs Facilitating Learner-Centered Seatwork exercises Collaboration (projector, laptop, Week 13-15
2. Demonstrated deep  Information processing theory Teaching Lecture meta cards, marker, 9 Contact Hours
understanding on  Gestalt learning theory Leah S. Bejosano-Laforteza, et Oral quiz Transparency ball pen and paper)
how these theories  Experiential learning theory al Q-A Discussion
can be applied to 2019 Edition Active
teaching and Group Activity Midterm Exam Involvement
learning situations
3. Summarized the Leadership
important concepts
of each learning Facilitating Learning Mastery
theory Violeta A. Vega
2012 Revised Edition Empowerment

 Personal construct theory Facilitating Learner-Centered Lecture Seatwork exercises Collaboration (projector, laptop, Week 16-18
 Bio-Ecological theory Teaching meta cards, marker, 9 Contact Hours
 Behaviorist perspectives Leah S. Bejosano-Laforteza, et Oral quiz Transparency ball pen and paper)
 The constructivist theory al Q-A Discussion
2019 Edition Active
Involvement

Group Activity Leadership

Facilitating Learning
Violeta A. Vega Mastery
2012 Revised Edition
 Empowerment
1. Identified one’s own CHAPTER 4: STUDENT Facilitating Learner-Centered Lecture Seatwork exercises Collaboration (projector, laptop, Week 19-21
learning style and DIVERSITY Teaching meta cards, marker, 9 Contact Hours
preferences and the  The multiple intelligent Leah S. Bejosano-Laforteza, et Oral quiz Transparency ball pen and paper)
multiple learners al Q-A Discussion
intelligences  Addressing multiple 2019 Edition Active
2. Responded intelligences in the classroom Involvement
appropriately to the  The VARK Model of student
diverse needs of all learning styles Group Activity Leadership
individuals within  Teaching strategies for
the school visual, aural, reader and writer Facilitating Learning Mastery
community learners, as well as for Violeta A. Vega
3. Perform a teaching kinesthetic learners. 2012 Revised Edition Empowerment
technique on how to
build up the
multiple
intelligences of
learners despite
their diversity

Suggested Readings and References Facilitating Learner-Centered Teaching, Leah S. Bejosano-Laforteza, et al

Course Requirements Quiz (Oral and Written), Class recitation, Seatwork, Group Reporting, Activities
Grading System Quizzes (Oral, Written) 25%
Examination 40%
Outputs (Assignment, Projects) 10%
Participation (Attendance, Values and Attitudes, Recitation, Reporting and the like) 25%
TOTAL 100%
Classroom Policies  No phones are allowed during class. All phones MUST be in silent mode and kept inside the bag
 Avoid unnecessary talking while discussion is on-going
 Strictly observe proper seating arrangement. You are not allowed to exchange seats with your classmates every time
 Proper wearing of ID’s and uniform and/or appropriate attire will be strictly noted as well
 Be sure to clean your area before going out of the classroom

Prepared by: Checked by: Approved by:

ROSENDO C. BERNABE, JR., Ph.D VIOLETA O. AQUINO, Ed.D. CHRISTIAN REUBENS M. MORANTE
College Instructor Dean, Academic Affairs College Director/EAP