1. ASSESSMENT 3: PORTFOLIO
MODULE 5
Learner Centered Pedagogy
TOPIC:
DELOS REYES, MARJORI ANNE, M.
BEED 1A
EDUC3
Facilitating
Learner-Centered
Teaching
NAME:
MODULE 6
Learner-centered Lesson Plans
INSTRUCTOR:
JENELYN C. ARGUELO

2. Portfolio
The nature of learner-centered teaching modalities, structures, methods, and strategies that
facilitate differentiated teaching to suit learners’ gender, needs, strengths, interests, and
experiences is discussed in this section. It also looks at the best learner-centered teaching
modalities, structures, methods, and strategies for a variety of learners’ needs, learning styles,
and backgrounds. To formulate teaching procedures that address the special educational needs
of learners in difficult circumstances, draw on appropriate learner-centered teaching modalities
and strategies.
Learner-centered pedagogy fosters an environment that is effective for learning. It tends to
encourage students to engage deeply with the material, engage in discussion, and demonstrate
on their development.It is the teacher’s role to lead students’ assessment and assimilation of
information into real-world problems as they gain greater access to information. A teacher’s role
should be to facilitate the learning process and allow students to make shared decisions about
learning. It is critical to create a conducive learning environment.
TOPIC:
REFLECTION:
Edcation 3 –
Facilitating
Learner-
Centered
Teaching
MODULE 5
Learner Centered Pedagogy

3. Portfolio
As a result, instructional design should concentrate on giving tools and environments that assist
learners in interpreting multiple points of view in order to create their own world. The idea of
involving students in learning and educating them to be critical thinkers necessitates a shift in
pedagogy from the teacher to the learner at the center of the classroom. In learner-centered
pedagogy, the role of the teacher is more that of a coach than a person with all the answers. The
focus is on both the instructor and students. Learning occurs through the process of interaction
between the instructor and students and among the students. When necessary, both the instructor
and the students respond to questions and provide feedback and corrective measures. Depending
on the activity, students work in groups or individually. Students can help each other by answering
questions and consulting the instructor. The instructor assists students in evaluating their own
learning.Learner-centered instruction involves students in the difficult and messy process of
learning.
Students are motivated and empowered by teachers who give them some control over the
learning process. Learner-centered instruction encourages students to consider what they’re
learning and how they’re learning it. Teaching encourages collaboration by recognizing the
classroom (virtual or physical) as a community where everyone happens to share the study
indicates. It focuses on teaching students to think critically, solve a problem, analyze information,
evaluate reasons, and generate questions.
REFLECTION:
Edcation 3 –
Facilitating
Learner-
Centered
Teaching

4. Portfolio
Students can interact with their teams through conversations and group activities in learner-
centered education. This method encourages pupils to work together in groups. Students
communicate, collaborate, learn to cope with others, and many other daily chores with their
classmates, all of which will eventually help them become team players.
In conclusion, learner-centered pedagogy assists students in developing skills that will better
prepare them for their future profession. Teachers can be trained in this approach so that they can
use the ideas and give a better learning experience for their pupils. This strategy does not require
technology or special resources that schools in low-income regions may lack; instead, it depends
on the classroom’s most precious asset: the kids.
REFLECTION:
Edcation 3 –
Facilitating
Learner-
Centered
Teaching

5. Portfolio
Students are empowered to drive their own learning by designing education around their
readiness, interests, and learning preferences. Thus, in this part of the lesson, it explore The
Learner-centered Lesson Plan, with a focus on the detailed lesson and the daily lesson record, as
well as the components of a learner-centered lesson plan.
This unit focus on Instructional Learning Processes, which include learning objectives, teaching
content, and lesson planning, as well as Lesson Chunking and Microteaching Basics, to help
students build strategies that are appropriate for their needs, learning styles, and backgrounds.
Lesson plans provide a precise outline for each class time, allowing teachers to be more
productive in the classroom. This guarantees that every minute of class is spent teaching new
topics and having productive discussions. Because each component of a lesson plan affects your
students’ learning, it’s crucial to approach them with a clear strategy in mind. Daily Lesson Log
(DLL) is a template teachers use to log parts of their daily lesson. the DLL covers a day’s or a
week’s worth of lessons. it contains the following parts: Objectives, Content, Learning Resources,
Procedures,Remarks and Reflection.
TOPIC:
REFLECTION:
Edcation 3 –
Facilitating
Learner-
Centered
Teaching
MODULE 6
Learner-centered Lesson Plans

6. Portfolio
A daily lesson log or DLL is a template used by teachers to log parts of their daily lesson/classes. It
covers a day’s or a week’s time of lessons and contains 6 components- objectives, content,
learning materials/resources, procedures, remarks and definition of terms. A student-centered
lesson plan considers both a student’s abilities and needs, and is created in collaboration with
rather than on behalf of the student. A student-centered plan lays out specific solutions based on
the input and needs of the students.
Trying to get to know your students as individuals not just to builds credibility and trust, but it also
gives you valuable information that can help you improve your teaching. Talk to your students
about how they’re feeling in class, what they like and don’t understand, and utilize that
information to improve future classes. Getting their input in a more genuine manner may also
allow you to cooperate with them on goals and tasks that will improve their understanding. By
requiring consistent levels of work for each activity and offering explicit learning objectives, you
can ensure that students do not simply choose the “easiest” option.
Despite the fact that children are at the center of every lesson plan, not all lesson plans are made
equal. More collaborative, creative, and intentional teaching approaches will not only improve your
students’ classroom experience, but will also provide you the satisfaction of knowing that your
students are genuinely comprehending – and loving – their newfound information.
REFLECTION:
Edcation 3 –
Facilitating
Learner-
Centered
Teaching