Republic of the Philippines

North Eastern Mindanao State University

Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph

OUTCOMES-BASED COURSE SYLLABUS IN

EDUC 2: FACILITATING LEARNER-CENTERED TEACHING
1st Semester, A.Y. 2023 – 2024

PHILOSOPHY

NEMSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the development
of a well-rounded person.

VISION
A transformative leading University in Asia and the Pacific.

MISSION
NEMSU shall provide competency-based higher education training through transformative instruction, relevant research, sustainable extension and
production responsive to local, regional and global trends.
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for the environment, adhere to positive value system, and preserve
cultural heritage;
3. Engage in high-impact research for instruction and develop technology for food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions in Higher Education.

CORE VALUES

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 Competence
A combination of observable and measurable knowledge, skills, abilities, and personal attributes that contribute to enhance SDSSU
employee and student performance and ultimately result in organizational success.
Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost-effective and transparent manner
manifesting the value of sound stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality consistent
with the vision, mission and goals of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.

NEMSU CARES…
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish our University vision. They are the core values
that underlie our works and interactions as we internalize responsibilities to fulfil our mission. They are the basic elements of how we go about our
work and how we deal with stakeholders, molds students to become competent, innovative, globally competitive and service-oriented.

QUALITY POLICY

The North Eastern Mindanao State University commits itself to produce highly motivated, globally competitive, and morally upright human resource
through the delivery of transformative and quality higher education that conforms to international standards driven by excellent instruction, relevant
researches, sustainable extension, and production services. Together with our stakeholders, we shall endeavor for continual improvement of our
quality management system in consonance with statutory and regulatory requirements for clients and industry satisfaction for quality of life.

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INSTITUTIONAL LEARNING OUTCOMES (ILOs)

ILO1. Imbue global competency and innovation for a future-ready workforce.

ILO2. Acculturate the values of professionalism, honor, and excellence that promote productivity in the workplace and the community.
ILO3. Propagate the culture of research, extension, and production for sustainable economic viability, environmental stewardship, and social equity in
North Eastern Mindanao and beyond.

COLLEGE GOALS:

The College of Teacher Education will produce competent teachers imbued with ethical values and ideals in the humane environment supportive to
national thrust for social transformation. It is committed to provide students with:

1. Quality training in their respective field of specialization.

2. Knowledge, skills and values system responsive to the needs of the communities.
3. Quality education through relevant instruction, research, extension and use of information and communication technology for teaching and life-
long learning.
4. Productive activities relevant to their field of specialization.
5. Ethical values to maintain the moral of our society.
PROGRAM LEARNING OUTCOMES (PLOs):

Programs Learning Outcomes Performance Indicators

PLO1. Demonstrate deep understanding of specific concepts and  Display basic and comprehensive understanding of knowledge,
principles principles of the subject matter in the sciences
PLO2. Apply scientific inquiry in teaching and learning  Apply the scientific principles in solving current problems
PLO3. Utilize effective science teaching and assessment methods  Design and utilize appropriate instructional materials
 Employ effective teaching techniques for diverse types of learners in
varied learning conditions
 Design and utilize a variety of appropriate assessment techniques to
monitor and evaluate learning
 Provide regular feedback to students

PLO4. Manifest meaningful and comprehensive pedagogical content  Utilize appropriate pedagogy and use of technology for the different

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 knowledge of the sciences science content areas
 Demonstrate skills in various methods of teaching-learning in the
sciences to include conducting science investigations, making models
and prototype, and doing science research
 Create and utilize learning experiences in the classroom to develop
learner’s skills in discovery learning, problem learning and critical
thinking

COURSE CODE : Educ 2

COURSE DESCRIPTIVE TITLE : Facilitating Learner-centered Teaching
COURSE PRE-REQUISITE : None
CREDIT UNITS : 3 units
NO. OF HOURS : 3 hours a week or 54 hours a semester
COURSE DESCRIPTION

This course is designed to explore and equip pre-service teachers with the fundamental principles, processes, and practices anchored on
learner-centeredness and other educational psychologies supportive of learning environments as these apply to facilitate various teaching- learning
delivery modes to enhance learning. It also includes the demonstration of knowledge and understanding of differentiated teaching to suit the learners’
gender, needs, strengths, interests and experiences. Further, pre-service teachers will be trained to implement teaching strategies that are responsive
to learners’ linguistic, cultural, socio-economic and religious backgrounds. (CMO No 74 s. 2017)

COURSE LEARNING OUTCOMES (CLOs):

Course Learning Outcomes ILO Code/s PLO Code/s BTIs Covered

CLO1. Demonstrate understanding of the fundamental principles, processes, and practices ILO1 PLO3, PLO4, 1.1.1, 1.2.1,
anchored on learner-centeredness and other educational psychologies supportive of learning 2.2.1, 2.4.1,
environments 2.5.1, 2.6.1,
6.3.1
CLO2. Demonstrate knowledge and understanding of differentiated teaching to suit the ILO1 PLO3, PLO4, 3.1.1, 3.2.1,
learners’ gender, needs, strengths, interests and experiences 3.4.1
CLO3. Design a lesson plan applying the principles, processes, and practices of learner- ILO1 PLO1, PLO2, 3.2.1, 4.1.1

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 centered teaching to enhance learning PLO3, PLO4
CLO4. Implement teaching strategies that are responsive to learners’ diversity ILO1, ILO2 PLO1, PLO2, 1.1.1, 1.5.1
PLO3, PLO4 3.2.1

Detailed Course Learning Plan

Time Course Intended Topics/Content Instructional Learning Assessment CLOs

Frame Learning Outcomes Methodology Materials/Resources Code/BTIs
(CILOs) (Face-to-Face and
Remote Teaching)
Week 1  Orientation of the Course: Lecture
- Course syllabus
- Grading System
- Course performance
indicators
- Class/course policy
 Introduction and Overview of
the Course

Week 2 -  differentiate Unit 1 Learner-centered Flipped Classroom Video Lessons Classroom CLO1
3 learner-centered teaching: Journal Writing Simulation
teaching from Foundations and characteristics True or False
other teaching Test
A. Learner-centered teaching
approaches (e.g.
1. Definition
teacher- centered 2.Description/
approach) as Characteristics
applied in various
teaching areas; B. Paradigm shift: From
 discuss the need teacher- centered to learner-
to shift from centered teaching
teacher-centered 1. Philosophical perspectives -
teaching to Teacher-centered philosophies
- Essentialism

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 learner-centered - Perennialism
teaching based
on philosophical 2. Learner-centered
foundations, philosophies
- Progressivism
teaching - Humanism
principles and - Constructivism
current research;
and C. Dimensions of learner-
 discuss the centered teaching
varied roles of the 1. The function of content
teacher in 2. The role of the instructor
learner-centered 3. The responsibility for
teaching and learning
learning. 4. The purposes and
processes of assessment
5. The balance of power
Week 3 -  discuss the Unit 2 – Learner-centered Flipped Classroom Video Lessons Differentiated CLO1
4 psychological Psychological Principles Differentiated Assessment CLO2
principles of Instruction Using Multiple
learner- A. Cognitive and Journal Writing Intelligences
centeredness as Metacognitive Factors Cloze Test
a basis for 1. Nature of the learning Essay Writing
process
differentiated 2. Goals of the learning
teaching to suit process
learner’s gender, 3. Construction of knowledge
needs, strengths, 4. Strategic thinking
interests and 5. Thinking about thinking
experiences; 6. Context of learning
 identify and
discuss factors B. Motivational and Affective
that promote Factors
learner- 1. Motivational and
centeredness emotional influences
and motivate 2. Intrinsic motivation to

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 learners to work learn
productively and 3. Effects of motivation on
be accountable effort
for their own
learning; C. Developmental and Social
 reflect on how Factors
developmental 1. Developmental
and social influences on learning
factors can
influence 2. Social influences on
learning
learning
environments to D. Individual Differences
promote fairness, 1. Individual differences in
respect and care;
learning
and
 relate RA 10533 2. Learning and diversity
and the K-to-12 3. Standards and assessment
framework to the
principles of E. Legal and Policy
learner- Frameworks and Learner-
centeredness. centered Teaching
1. RA 10533
2. K-to-12 Framework
Week 5 -  describe the Unit 3 – Learner-centered Lecture Powerpoint Lesson Plan CLO3
8 different parts, Lesson Plans Presentation Making
functions and Sample Lesson Plan
characteristics of A. The Learner-centered
DepEd Order No. 42,
a learner- Lesson Plan
s. 2016
1. Detailed lesson vs. daily
centered lesson lesson log
plan; 2. Parts of the learner- centered
 compare and lesson plan
contrast an
exemplar B. Instructional Learning
learner-centered Processes

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 lesson plan with 1. Learning objectives
teacher- or 2. Teaching content
content-centered 3. Lesson planning
lesson plans; - Pre-planning
 craft a lesson - Lesson planning
plan chunk - Implementation
emphasizing the - Evaluation
use of a selected
strategy; and
Week 9 Midterm Examination Major Output:
Learner-centered
Lesson Plan
Week 9 -  discuss the nature Unit 4 –Learner-centered Problem-based Video Lessons Simulations CLO4
10 of learner- Pedagogy learning Powerpoint Quiz
centered teaching Workshop presentations
modalities, A. Delivery Modalities Fact Sheets
structures, 1. Face-to-face
methods and 2. Blended learning
strategies that 3. Technology-based, Online/ e-
Learning
facilitate 4. Distance learning
differentiated
teaching to suit B. Structures for Facilitating
learners’ gender, Learner-centered Teaching
needs, strengths, 1. Formal (Traditional)
interests and 2. Alternative Learning System
experiences; (ALS)
 select appropriate - Non-formal education
learner- centered (NFE)
teaching - Informal education (InfEd)
modalities, - The Mobile Teacher
structures, 3. Alternative Delivery Modes
(ADM)
methods and
- Modified In-School Off-
strategies based
School Approach (MISOSA)

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 on learners’
diverse needs, - Enhanced Instructional
learning styles Management by Parents,
and backgrounds Community and Teachers (e-
IMPACT)
(i.e. linguistic,
cultural, socio- - Open High School Program
economic and (OHSP)
religious); and
 draw on C. Methods and Strategies
appropriate 1. Methods
learner- centered - Active learning activities
teaching -Cooperative learning activities
modalities and -Inquiry and inductive learning
activities
strategies to
formulate 2.Learner-centered
teaching Instructional Strategies
procedures that - Cooperative learning
address the - Presentations
special - Panels/Experts
educational - KWL (or KWHLAQ)
needs of - Brainstorming
- Learner-created media
learners in - Discussion
difficult - Small group
circumstances. - Case studies
- Jigsaw
- Learning centers
- Experiments
- Role play
- Simulation
- Laboratory
- Workshop
- Demonstration
- Index card
- Inquiry-based
- Mental models

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 - Project-based learning
- Problem-based
learning 3.2.1
- Discovery learning
- Q & A session
- Social media
- Games or gamification
- Competitions
- Debate
D. Flexible Learning and
Teaching

E.
Differentiated Teaching

Week 11  discuss various Unit 5 – Organization and Q and A Session Video Lessons Quiz CLO4
forms of learner Management of Learner- Inquiry-based Powerpoint
centered Centered Classrooms Learning Presentation
classroom
organization A. Forms of learner-centered
based on learners’ classroom organization,
needs; procedures and physical
 formulate structure
classroom 1. Room structuring
procedures and - For individualized learning
- For group learning
routines that - Activity-oriented
promote discipline, classroom
fairness, respect 2. Classroom routines and
and care among procedures
learners and 3. The social environment:
encourage Fairness, respect, care and
learning; encouraging learning
 design, organize 4. Creating motivating
and explain the learning environment

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 significance of the
layout of the B. Learner-centered classroom:
physical structure Roles and responsibilities
of the classroom 1. Of teachers
for active 2. Of learners
engagement of
learners, C. The role of discipline in
individually or in learner- centered classrooms
groups, in 1. Collaborative class
norms
exploration,
2. Logical consequences
discovery, hands-
3. Consistent application
on and self-
4. Student-specific
learning activities;
5. Time for resolution
 describe the 6. Calm spaces
roles and
responsibilities
of the teacher
and the learners
for a supportive,
inspiring,
motivating and
productive
learner-centered
classroom; and
 evaluate which
disciplinary
actions are
positive and non-
violent in the
management of
learner behavior.
Week  implement the D. Lesson chunking and Peer Teaching Varied Instructional Demonstration CLO4
12 - 18 designed lesson Microteaching Basics Materials Teaching

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 plan chunk and
the appropriately
chosen/selected
strategy in
response to
learners’ diverse
needs, learning
styles and
backgrounds (i.e.
linguistic, cultural,
socio-economic
and religious).
Week 18 Final Examination Major Output:
Demonstration
Teaching

COURSE REFERENCES AND SUPPLEMENTAL READINGS

Books
Bulusan, F. et al (2019). Facilitating learner-centered teaching. REX Book Store.

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Online Sources
MERLOT: Multimedia Educational Resource for Learning and Online Teaching (n.d.). Pedagogy. Retrieved April 8, 2023, from
https://www.merlot.org/merlot/Pedagogy.htm
PCC Library (n.d.). Learner-centered instruction. Retrieved August 3, 2022, from
https://www.pcc.edu/library/library-and-learning/resources-strategies-learner-centered-instruction/
CVAdult (n.d.). Lesson Plan. Retrieved August 4, 2023, from
http://www.cvadult.org/images/Lesson_Plan_Template_with_explanations.pdf
Teach Thought (n.d.). Research-based instructional strategies. Retrieved August 1, 2023, from
https://www.teachthought.com/learning/32-research-based-instructional-strategies/
Visible Thinking (n.d.). Thinking routines. Retrieved August 1, 2023, from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html
Resource Library (n.d.). Teaching strategies. Retrieved July 28, 2023, from
https://www.facinghistory.org/resource-library/teaching-strategies
DepEd (n.d.). Inclusive education. Retrieved July 27, 2023, from
http://www.deped.gov.ph/k-to-12/inclusive -education/about-alternative-learning-system/

GRADING SYSTEM:
Requirements - 20%

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 Class Standing - 40%
-Quizzes - 20%
-Oral Recitation - 10%
- Assignment - 5%
- Attendance - 5%
Major Exams - 40%
TOTAL 100%

COURSE POLICIES:
1. Mobile Device Usage: During class sessions, the use of mobile phones is generally discouraged. However, mobile phones may be used if specific
course activities require them and necessitate internet connectivity. Please ensure that such usage is respectful to the learning environment.
2. Assessment Procedures: There will be no special tests for quizzes or oral recitations. All assessment methods will be communicated in advance
through the course syllabus.
3. Late Submissions: Timely submission of assignments and projects is essential. Points will be deducted for late submissions, so it is crucial to
adhere to deadlines. If you foresee any challenges meeting a deadline, please contact the instructor in advance.
4. Major Outputs: Students are expected to complete and submit all major assignments as outlined in the course syllabus. Failure to do so may
result in an incomplete grade, which can have academic consequences.
5. Academic Integrity: Plagiarism, which includes copying and presenting someone else's work as your own, is strictly prohibited in all submitted
assignments and outputs. Make sure to properly cite sources and use original work.
6. Compliance with Course Requirements: To ensure a successful course completion, it is imperative that you comply with all requirements stated
in the course syllabus. This includes attending classes, participating in discussions, and completing assignments as specified.
7. Special Examinations: In cases where students have valid reasons for missing major exams (e.g., medical emergencies or documented personal
issues), they may request a special examination. Please communicate such situations with the instructor promptly.
8. Respectful Conduct: Any form of bullying, discrimination, or harassment, whether in person or online, is strictly prohibited. We are committed to
maintaining a safe and respectful learning environment for all students.

Date of Revision : August 1, 2023

Date of Effectivity : August 14, 2023
Prepared by: Content Noted: Reviewed by: Recommending Approval: Approved by:

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 LYOID C. HUNAHUNAN, EdD XXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXX
Associate Professor 1, Prog. Coor , Tandag Dept. Chair , Tandag
Tagbina Campus Campus Campus

ANNIE Y. SAMARCA, PhD MARIA LADY SOL A.

xxxxxxxxxxxxxxxxxxxxxxxxxx Dean CTE SUAZO, PhD
Asst. Prof 1, Tandag Campus XXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXX Vice President for Academic
Prog. Coor, Lianga Dept. Chair, Lianga Campus Affairs
Campus Date: ________________ Date: _________________

XXXXXXXXXXXXXXXX
Asst. Prof 2, Lianga Campus LYOID C. HUNAHUNAN, EdD
JANVIELLE V. ROSAL, Dept. Chair, Tagbina
MAEd Campus
XXXXXXXXXXXXXXXXX Prog. Coor, Tagbina
Asso. Prof 1, Cantilan Campus
Campus XXXXXXXXXXXXXXXXX
Dept. Chair, Cantilan
XXXXXXXXXXXXXXXXX Campus
XXXXXXXXXXXXXXXXX Prog. Coor, Cantilan
Asso. Prof 1, Bislig Campus Campus

XXXXXXXXXXXXXXXXXXXX
Asst. Prof. 2, San Miguel
Campus Date: _______________ Date: _________________

Date: _________________

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