1. LEARNER-CENTERED
CLASSROOM MODEL
Fausto, Nissa Marie
Carrido, Melvin
Capal, Monica
Docot, Magdalene
Esteban, Cindy
Carino, Jamby
Carrido, Roselle
Consulta, Jessa
Delos Reyes, Marjorie
BEED 1A
Group 2

2. What is Learner-Centered Design?
• Learner-centered design focuses on the quality of student learning (Barr & Tagg,
1995). It is based on the understanding that each learner has different
characteristics and these characteristics should be employed to elevate both
training and learning.
• Jackson, Stratford, Krajcik, & Soloway, 2000; Quintana et al., 2000 further
explained that learner-centered design "considers learning while doing; it
supports learners in the ways of using the software and throughout the use of it. It
also indicates how and why to do the learning tasks. Moreover, these authors have
defined learner-centered design as “the new challenge for human-computer
interaction, with the goal of providing support for both learning a task and doing
it.”

3. The Four Learner-Centered Principles
• According to Jonassen et al. (1995), there are four distinct attributes of learner-
centered effective eLearning courses:
• Context: Learning tasks should have a real world application that allows learners to
connect personally with what they are learning.
• Construction: Learners should be able to link their own experiences and prior
knowledge with new learning.
• Collaboration: A problem-solving scenario allows learners to develop, test, and analyze
their ideas while being exposed to others' opinions. Each learner will arrive at an
individual conclusion after collaboration is completed.
• Conversation: Communication with and within learners is essential to effective
eLearning courses. Learners should spend time in conversation while planning and make
sense of new learning.

4. MODERN, UNDERSTANDING,
COLLABORATIVE, AND INTELLIGENCE
MODEL
(MUCIM)
We came up with this design which entails all features of learning that must be established to promote
effective learning.

5. MUCIM
• Modern - Through the use of technology inside and outside the classroom,
students can gain 21st-century technical skills necessary for future occupations.
• Understanding -Teachers must understand the learning process in general,
understand and respond to students' individual emotional and cognitive profiles
and select instructional strategies and tactics that are effective for diverse learners
• Collaborative -A collaborative classroom environment places responsibility on
students to drive their own learning and find solutions to problems with the help
of their peers.
• Intelligence -The best way to layout a classroom to support multiple intelligences
is to have places in the room that works for each type of intelligence.

6. Introduction to the created Model
(MUCIM)
MUCIM uses interactive strategies to engage the students and develop
their abilities. This educational approach helps students develop skills such as
decision making and problem solving, team work, and presentation skills that are
relevant to the current labor needs. Learner-centered teachers shift the teacher's
role from being a provider of information to being a facilitator of learning. This shift
in focus increases student engagement in the learning process and makes students
more responsible for their own learning progress. With learner-centered teachers,
students become invested in their own learning because they are actively driving the
learning process, unlike with non-learner-centered teachers.

7. The Goal
• The goal of the model is a student-centered experience that yields self-
knowledge.

8. Sample MUCIM Learning Environment
(Tables,Whiteboard, Mini Libraries)

9. Sample MUCIM Learning Environment
(Mini Playground)

10. Sample MUCIM Learning Environment
(Charts andTurn Pockets)

11. Sample MUCIM Learning Environment
(Tech Stations)

12. LAYOUT

13. Organize supplies within
student’s reach. Assign
class jobs to share the
responsibilities for
resources

14. Blackboards lowered for
students to reach and work
together

15. Designate a place for
students to gather as a
whole group for
collaborative discussion.

16. Carefully arrange the
library. Include picture
books and a variety of
levels and genres. Read as
much of it as possible.

17. Design a tech station where
students can check out
tablets for video based
learning

18. Design a mini playground
for students to have fun
while learning.This also
facilitates independent and
comfortable learning.

19. Arrange table and chair
where students are facing
each other to allow
collaborative learning

20. Assign a well trained and
very understanding teacher
to facilitate the learning
activities effectively.

21. Absent sticker charts, card-
turning pockets, charts,
names on whiteboard and
other motivators

22. Conclusion
• Our group came up with this interactive design because we are taking
technologies into consideration. Learning should be timely-adaptive. Students
also have different talent and developing their multiple intelligence contribute to
the entirety of learning. We are also considering learners that have problems
either personally or academically that is why understanding teacher is established.
We also believe that learning in collaboration helps achieve effective learning
• MUCIM Model is a well structured model that works in holistic manner.
• It is beneficial for both the learners and teacher.