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EDUC3_Module-5_Week10-15.docx

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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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