Learner-Centered Teaching

An approach to teaching that focuses on the learners and their development rather than on the
transmission of concept

Maryellen Weimer - addresses the wide spread use of the term “learner-centered” in her
post, “Five Characteristics of Learner-Centered Teaching” on The Teaching Professor
Blog at Faculty Focus.

1. Learner-centered teaching encourages students in the hard, messy work of

learning
- working much harder
2. Learner-centered includes explicit skill instruction
- how to think and solve problem
3. Learner-centered encourages students to reflect on what they are learning and
how they are learning it.
- assumption about learning
4. Learner-centered teaching motivates students by gibing some control over
learning process
- share power with stdents
5. Learner-centered encourages collaboration
- promote shared commitments to learning

Learner-Centered Psychological Principles

Cognitive and metacognitive Factors

1. Nature of the learning process.
2. Goal of the learning process
3. Construction of knowledge
4. Strategic thinking
5. Thinking about thinking
6. Context of learning

Motivation and affective factors

7. Motivational and emotional influences on learning
8. Intrinsic motivation to learn
9. Effects of motivation on effort

Developmental and Social factors

10. Developmental influences on learning
11. Social influences on learning

Individual influences factors

12. Individual influences in learning
13. Learning and diversity
14. Standards and assessment

Learning theories- Sets of conjectures and hypothesis that explain the process of
learning

Behaviorism - Observable and measurable aspects of human behavior. Rewarded

immediately
John B. Watson - known as the father of behaviorism
Stimuli- Something causing or regarded as causing a response
Conditioning- established manner that occurs through interaction with environment.
 A. Classical conditioning by Ivan petrovich pavlov

Unconditioned stimulus- Triggered automatic response

Neutral stimulus- doesn’t initially triggered a response on its own
Conditioned stimulus- neutral leads to response
Unconditioned response- automatic response
Conditioned response- response where no response before

B. Operant Conditioning and reinforcement by burrhus frederic skinner

Reinforcer - is a stimulus
Reinforcement - is the effect of this stimulus

Types of reinforcer
1. Primary Reinforcer - Related to both biological and physiological needs such as food
2. Secondary Reinforcer - Associated with primary reinforcer such as money, grades
3. Positive Reinforcer- Strengthen the behavior
4. Negative Reinforcer - Weaken a behavior

Types of reinforcement
1. Verbal - Praise and encouragement
2. Physical - Shoulder or hug for doing great. Touch, pat, hugs
3. Nonverbal- smile, winks, warm looks
4. Activity - Games, enjoyment
5. Token - Point stars
6. Consumable - Candies, chocolate

Cognitivism - Processing Information. How information received,

9 events of instruction
1. Gaining attention
2. Inform the learner of the objectives
3. Stimulation recall of prior knowledge
4. Presenting the stimulus
5. Providing learning guidance
6. Eliciting Performance
7. Providing feedback
8. Assessing performance
9. Enhancing retention and transfer

Constructivism approach - build knowledge out of their experiences

Howard Gardner - 7 distinct intelligences

1. Verbal-linguistic intelligence
2. Logical-Mathematical intelligence
3. Virtual-spatial intelligence
4. Bodily-kinethetic intelligence
5. Mucial intelligence
6. Interpersonal intelligences
7. Intrapersonal intelligences
8. Naturalist intelligence
9. Existential intelligence

Connectivism approach - learn their own

Skill - group of task performed to specific level of competency
Competency - performed to specific standard under specific condition. Applying
knowledge and skills
Trainer’s Methodology 1- training program
CBT - Delivery approach, learner can actually do, focus on outcome

Competencies are gained through:

a. life experiences
b. formal education
c. apprenticeship
d. on-the-job experiences
e. self-help programs
f. training and development programs

Dimension of competency
1. Task skills - this requires performance of the task/s to the required standards
2. Task Management skills - captures the skills used as people plan and integrate a
number of potentially different tasks
3. Contingency Management skills - the requirement to respond to irregularities and
breakdown in routines.
4. Job/Role Environment Skills – the requirement to deal with the responsibilities and
expectations of the work environment.

CS- – is the written specification of the knowledge, skills and attitudes

CBC - is derived from the Competency Standards. a plan for structured series of learning
experiences toward. is a specification of the course a trainee will undertake to attain
workplace competencies. It is developed based on the Training Regulations.
TR- is the document that serves as basis in the formulation of competency assessment
and the development

Parts of CS
1. Unit title - defines the area of competency
2. Unit Descriptor – outlines what is done in the workplace
3. Elements and Performance Criteria
Elements – describe in output terms the function that a person who works in a particular
area of work is able to do.
Performance criteria – are evaluative statements that specify what is to be assessed and
the required
4. Elements – building blocks of a unit of competency.
5. Performance Criteria – specifies what is to be assessed and the required level of
performance.
6. Range of Variables – describes the curriculum or context in which the work is to be
performed.
7. . Evidence Plan– the purpose of the evidence plan is to guide the assessor in the
collection of evidence.
8. Critical Aspects of Competency– tells the assessor what evidence is essential for
successful performance.
9. underpinning Knowledge– knowledge or concepts involved in performing skills of
the competency.
10. Underpinning Skills– skills needed to achieve the elements and performance criteria
in the unit of competency.

Course Design - is an overall description of the course.

Course design format

1. Course Title/ Qualification Level – a name rising out of the qualification and NC level
in the PTQF. Example: Computer Hardware Servicing NC II.
2. Nominal Duration – the approximate length of time the course will be finished.
Example: 329 hours
3. Course Description – statement on the coverage of the course, its relevance in the
industry sector, and the possible occupations the trainee will have after completion.
4. . Entry Requirements – qualifications of a trainee who intend to enter the course.
5. Course Structure – tabulated presentation of units of competency covered by the course
and the corresponding module title – its learning outcomes and nominal duration.
6. Assessment Methods – a listing of all the methods of gathering evidences used in the
course to measure the attainment of the learning outcomes.
7. . Course Delivery – the training modes used to implement the course.

Module of instruction

1. Unit Title – a unit of competency which when applied a work situation can logically
stand alone. It express in outcome terms.
2. Module Title – the name given to curricular unit, it should be associated with the unit
of competency.
3. Module Descriptor – brief description of the intention of the module, its scope and
delimitation.
4. Nominal Duration – estimated/ suggested number of training hours per module (time
tachieve the module).
5. Learning Outcome– it is a statement that specifies what learner will be able to do as a
result of the learning process.
6. Assessment Criteria– list of criteria by which the achievement of the learning
outcome will be judged based on evidence.
7. Content– list of specific knowledge, skills, attitudes and safety that are necessary in
order to achieve the specific learning outcomes.
8. Conditions – specifies the context of the training, this include list of tools and
equipment, access to learning resources and equipment manuals, and types of facility.
9. Methodologies – one or combinations of different learning approaches, method and
techniques to deliver learning activity/ies which are consistent with CBT principles.
10. Assessment Method – the methods used to gather evidences of sufficient quantity on
which to make sound judgement about trainee’s competency.

Characteristics of Learners/ Trainees

 Language literacy and numeracy
 Cultural background
 Education and general knowledge
 Previous experience with the topic
 Previous learning experience
 Training level completed
 Gender
 Age
 Physical ability
 Special courses
 Learning styles
 Other needs

Learning styles
1. Visual learner - takes mental pictures of information given, so in order for this kind
of learner to retain information, oral or written, presentations
2. Kinesthetic learners are described as the students in the classroom, who have
problems sitting still and often bounce their legs while tapping their fingers on their
desks.
3. Auditory learner has the ability to remember speeches and lectures in detail but has a
hard time with written text.
4.
 Kolb’s learning inventory of learning styles

1. Activist Learns by having a go. They perceive information concretely and process it
actively
2. Reflector Learns most from activities where they can watch, listen and then review
what has happened. They perceive information concretely and process it reflectively.
3. Theorist Learns most when ideas are linked to existing theories and concepts. They
perceive information abstractly and process it reflectively.
4. Pragmatist Learns most from learning activities that are directly relevant to their
situations. They perceive information abstractly and process it actively.

Trainees’ Current Competencies

Current competencies are the skills and knowledge of your new trainees obtained
through formal training, work experiences or life experiences

How can Current Competencies be determined?

1. Self-Assessment Checklist
2. Proof of Competencies
3. Pre-assessment result

Assessment Methodologies

1. Observation Checklist This is a checklist completed by a trainer or the workplace

assessor while observing the learner’s performance on relevant tasks.
2. Practical Demonstration Demonstrates competence by showing steps or process used
to produce a product or service
3. Project Demonstration of skills and knowledge in the completion of a project.
4. 360˚ Feedback Using a structured process to gather and analyse feedback from peers,
supervisors and people who are supervised.
5. Oral Presentations Learners give an oral presentation about an area of knowledge or
their projects to a small group, usually including a trainer, their assessor, their colleagues
and any other interested parties.
6. Case Study Response to a situation which is presented to the learner. Used to ascertain
the learners problem solving techniques and underpinning knowledge.
7. Journal A journal that records learning activities, skills and knowledge acquisition.
Problem Solving Implementing problem solving techniques to analyze a product or
process for problems or errors.
8. Certificate of Award or Employment Certificate of awards or employment that
reflects the responsibilities of the trainee maybe proof of his competencies.
9. Video or Audio Tapes Recording performance in the workplace that is subsequently
reviewed by an assessor.

Training is a set of systematic processes designed to meet learning objectives related to

trainee’s current or future jobs.

Training Design is a systematic process that is employed to develop education and

training programs in a consistent and reliable fashion.

Instructional Design (also called Instructional Systems Design) is the practice of

creating “instructional experiences which make the acquisition of knowledge and skill
more efficient, effective, and appealing.

Designing your training session would involve developing learning objectives, choosing
an instructional approach, develop assessment instruments and develop instructional
strategy
In making your design you should consider the following:
 Characteristics of your trainees
 Adult learning principles
 Learning styles of your trainees

Key Characteristics of Adult Learners

Adult learners desire that learning be:
 relevant
 Task-oriented
 Participatory (two-way communication)
 Friendly
 Varied
 Build on past experiences

Applying the Principles of Adult Learning

 Adults must want to learn
 Adults will learn only what they feel they need to learn
 Adults learn by comparing past experience with new experience.
 Adults need immediate feedback concerning their progress.
 Adults try to avoid failure
 Adults do not all learn the same way

Training delivery modes consist of the techniques and materials used by trainers to
structure or design learning experiences
1. . The Dualized Mode Training Delivery is preferred and recommended. Thus,
programs would comprise both, in-school and in-industry trainings or fieldwork
components
2. Modular/ Self-paced Learning is a competency-based training modality where the
trainee is allowed to progress at his own pace.
3. Peer Teaching/ Mentoring is a training modality where fast learners are given
opportunity to assist the slow learners.
4. Supervised-industry Training or On-the-Job Training is a training approach
designed to enhanced the knowledge and skills of the trainee through actual experience in
the workplace.
5. Distance Learning is a formal education process in which majority of the instruction
occurs when the students and instructor are not in the same place.

Training Methods:
 Lecture
 Role Playing
 Modular self-paced
 Debate
 Group Discussion
 Demonstration
 Forum
 Buzz Group
 Structured Learning Exercise
 Practice
 Brainstorming
 Public Speaking
 Case Study
 Study Circle
 Field Trip

Session Plan is a simply stated, clearly written and flexible trainer aid for conducting a
session or module.
 Elements of a Session Plan

1. Industry Sector/ Qualification and Title Every qualification belongs to a sector. To

know what sector a particular qualification belongs to, refer to the TR or CBC of the said
qualification.
2. Unit of Competency The Unit of Competencies comprise a Qualification. Basically
they grouped into three: Basic Competencies Common Competencies, and Core
Competencies
3. Module Title This is actually the unit of competency. (Ending in –ing)
4. Learning Outcomes These are learning blocks/ units that comprise the module.
5. Introduction This is the part of the session plan that intends to motivate the students to
learn.
6. Learning Activities These are actions the students will do to achieve the learning
outcomes stated in the module of instruction.
7. Learning Resources These are materials that will be needed to support and facilitate
learning of the students/ trainees.
8. Trainee’s Evaluation This indicates the method of evaluating the achievement of the
Learning Outcome.
9. Trainer’s/ Teacher’s Reflection This part of the session Plan serves as the
documentation of the conduct of the training on a unit of competency.

Learning resources are the things the student will use when carrying out the instructions
outlined in the learning activities.

Learning resources can be used to present instruction, and for practice and feedback.

Types of Learning Resources for Presenting Instruction

 Print Materials
 Non-Print Materials
 Human Materials

Competency-Based Learning Material is simply a well-designed and carefully

developed learning materials that give trainees detailed instructions to guide them
through the learning process

Competency-Based Learning Materials (CBLM) refers to:

1. Media that contain information related to work requirements;
2. Learning that is guided towards achieving the competency required in a workplace;
3. Tools that facilitate individual learning process; and
4. Instruments that measures the competency required in the workplace.

Different Forms of Learning Materials

• Learning guides
• Assessment materials
• Workbook with activities, tasks and content
• Background reading materials or documents
• Hand outs and other audio visuals materials
• Industry competency standards
• Organizational policies, procedures or legislation

Factors to be considered when developing the CBLM

• 1. Principles of CBT
• 2. Training regulations
• 3. Trainees characteristics
• 4. Characteristics of adult learners
• 5. Learning styles
• 6. Nine events of instruction
• 7. Dimensions of competency

Parts of CBLM

1. Front Page Preliminary page and cover page of the CBLM

2. Trainees Guide on How to Use the CBLM This page gives instructions on how the
CBLM Material is used in training.
3. List of Competencies This page contains the Qualification Title on top of the page
A table follows with the following columns:
a. Competency Number – the competencies should be numbered as they are arranged in
the TR.
b. Unit of Competency – the units of competency should be reflected in this column as
they are stated in the TR and the CBC
c. Module Title– the unit competency whose verb is in the present participle (-ing) form.
d. Code– the unit code is indicated in the TR and the CBC of the qualification
4. Module Content This page reflects the contents and the skills discussed in the module
particularly stated in the unit descriptor.
5. Learning Outcome Summary This page is a summary of the learning outcome.
6. Learning Experiences This page has the Learning Outcome number and title and a
table of all the activities for presentation, practice and feedback the trainee can undergo
for him to attain the required competence.

Types of instruction Sheets

1. Information Sheet
2. Task Sheet
2. Operation Sheet
3. Job Sheet

Information Sheet This sheet is developed when there are no resources available to
explain the required information or to summarize an article that illustrate new trends and
technology and present hard-to –find data.

Self-Checks and Answer Keys Self-checks are sets of questions that would verify the
acquisition of knowledge stated in the learning objectives. Answer keys are essential
feedback tools

Task Sheet The Task Sheet is a set of instructions telling the trainee to perform a single
task.
Operation Sheet The Operation Sheet is a set of instructions for the operation or use of a
particular machine or equipment.
Job Sheet The Job Sheet is a set of instructions for the performance of a job
Performance Criteria Checklist This is the checklist that will give immediate feedback
on the performance of a trainee as s/he practices the task or skill.

Assessment is the process of collecting evidence and making judgements on whether

competency has been achieved.
Institutional Competency Evaluation It is the assessment of the knowledge, skills and
attitudes acquired from the training
evaluation is the systematic collection and analysis of data needed to make decisions
whether a trainee is competent or not yet competent

For the purpose of CBT, assessments are usually given for the following purpose
 To validate the current competencies of trainees
 To measure how much trainees have learned in the training sessions given
 To help diagnose trainee’s problems and guide future instructions and
 To decide whether trainees are competent or not

Characteristics of a Good Evaluation Tools

1. Reliability This refers to consistency of scores by the same person when re-examined
with the same test on different occasion.

Factors that may affect Reliability

a. Length of the test
b. Difficulty of the test
c. Objectivity

2. Validity This is the degree to which the test actually measures what it purports to
measure.

Factors that influence the validity of test:

a. Appropriateness of test items
b. Directions
c. Reading vocabulary and sentence structures
d. Difficulty of items
e. Construction of test items
f. Length of the test
g. Arrangement of items
h. Patterns of answers

3. Objectivity The test must be fair to all the examinee.

4. Discrimination It must pick up the good examinees from the poor
5. Ease of Administration and Scoring The test must have the right length and level of
sophistication to do the job.

Parts of the Competency Evaluation Tool

1. Evidence Plan
2. Written Test
3. Performance Test
4. Questioning Tool (with answers)

Evidence Plan In developing evidence gathering tools for an institutional assessment, the
first stage is to prepare an evidence plan.

Evidence plans are designed to:

 Serve as a planning tool
 Support the assessment process
 Assist with the collection of evidence
 Inform the learners of what is expected of them before they begin the assessment
 Serve as a guide for the trainer in determining the method of assessment to be used.

Parts of the Evidence Plan

1. Competency standard – this is the title of your qualification.
2. Unit of Competency – the name of the competency is written in this portion.
3. Evidence Requirements – the criteria for judging the competency of the trainee.
These are written in the competency standard.
4. Methods of Assessment – the methods of collecting evidences per each performance
criteria. (At least 2 methods of assessment

Table of Specification – is a table that shows what will be tested. It is a two-way table
that matches the objectives or content you have taught with the level at which you expect
students to perform
Parts of Table of specification
1. Objectives/ Content/ Topic – these are the content.
2. Levels of learning – your questions shall be divided into the levels of learning:
knowledge, comprehension and application.

Guidelines for Teacher-Made Test as to Format

1. Include easiest items first.
2. Group smaller items together.
3. Put all item on the same page.
4. Number continuously.
5. Write clear, precise direction.
6. For ease of correcting, place blanks for responses to one side of the paper, or use a
separate answer sheet.
7. Avoid patterned responses. 8. Proofread the test carefully for clarity, errors, etc.
9. Make sure copies of the test are dark and legible.

Performance Evaluation – it is the formal determination of an individual’s job-related

competencies and their outcome.

Guideline in Formulating Performance test

A. General instruction This refers to the overall conduct of the test (before, during and
after) which concerns both the testing officer and the examinee. This part of the
competency assessment specifies the do’s and don'ts inside the testing area
B. Specific Instruction This provides the instructions which the examinees must follow
in the performance of the test.
C. List of Materials, Equipment This provides the listing of the materials, equipment/
tools needed in the performance of the skills test.

The Questioning Tool will be used to verify evidences that were not clearly
demonstrated in the other methods of assessment

The questioning Tools should contain questions:

1. to follow-up the demonstration of task skills and task management skills;
2. to verify OHS practices;
3. to verify Job Role and Environment management skills;
4. to gather evidences for contingency management skills; and
5. on knowledge of laws, rules and regulations.