EDUC3_Module-5_Week10-15.docx
Welcome to Module 5 of our subject in Education 3. This unit will be of 6 parts
and the topics are good for week 10-11 and week 13-15:
A. Delivery Modalities
1. Face-to-face
2. Blended
...
EDUC3_Module-5_Week10-15.docx
Welcome to Module 5 of our subject in Education 3. This unit will be of 6 parts
and the topics are good for week 10-11 and week 13-15:
A. Delivery Modalities
1. Face-to-face
2. Blended learning
3. Technology-based, Online/e-Learning
4. Distance learning
B. Structures for Facilitating Learner-centered Teaching
1. Formal (Traditional)
2. Alternative Learning System (ALS)
- Non-formal education (NFE)
- Informal education (InfEd)
- The Mobile Teacher
3. Alternative Delivery Modes (ADM)
- Modified In-School Off School Approach (MIMOSA)
- Enhanced Instructional Management by Parents, Community and
Teachers (e-IMPACT)
- Open High Methods and Strategies
1. Methods
- Active learning activities
- Cooperative learning activities
- Inquiry and inductive learning activities
2. Learner-centered Instructional Strategies
- Cooperative learning, Presentations, Panels/Experts, KWL (or
KWHLAQ), Brainstorming, Learner-created media, Discussion, Small
group, Case studies, Jigsaw, Learning centers, Experiments, Role play,
Simulation, Laboratory, Workshop, Demonstration, Index card, Inquirybased, Mental models, Project-based learning, Problem-based learning,
Discovery learning, Q & A session, Social media, Games or gamification,
Competitions, and Debate
D. Flexible Learning and Teaching
E. Differentiated Teaching
1
EDUC3: Facilitating Learner-Centered Teaching CBSUA-Calabanga Campus
F. Education in Emergencies
1. Foundational standards
2. The teaching and learning Domain
- Curricula
- Training, professional development and support
- Instruction and learning processes
- Assessment of learning outcomes
Learning Outcomes:
At the end of the unit, the pre-service teacher (PST) can:
a. discuss the nature of learner-centered teaching modalities, structures,
methods and strategies that facilitate differentiated teaching to suit learners’
gender, needs, strengths, interests and experiences;
b. select appropriate learner-centered teaching modalities, structures,
methods and strategies based on learners’ diverse needs, learning styles
and backgrounds (i.e. linguistic, cultural, socioeconomic and religious); and
c. draw on appropriate learner-centered teaching modalities and strategies to
formulate teaching procedures that address the special educational needs
of learners in difficul
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