EDUC 227

Learner-Centered
Teaching
Instructor’s
Notes!
DAISY M. CORPUZ
 I.
Definition, Principles, Foundations,
Values, and Significance of
Learner-Centered Teaching
 1.DEFINITION OF LEARNER-CENTERED-
TEACHING
• heredity • knowledge
• experiences about
• perspectives learning
• background • knowledge
• interest Focus about
• capacities Focus teaching
on
• needs LCT on
individual
learning
learner

Source: McCombs and Whisler (1997)

2. PSYCHOLOGICAL PRINCIPLES OF
LEARNER-CENTERED-TEACHING
Metacognitive Affective
& Factors
Cognitive Factors

LCT
Individual Developmental
Factors Factors

Personal
&
Social Factors
Source: Lambert and McCombs (1998).)
 2. PSYCHOLOGICAL PRINCIPLES OF
LEARNER-CENTERED-TEACHING
Nature of the Construction of knowledge
learning process.
Metacognitive Learners link new, existing,
Learning is a natural process and future-oriented
of discovering and & knowedge
constructing meaning from Cognitive Factors
information and experience

LCT
Goals of the learner Higher-order Thinking
Learners seek to create Thinking about thinking
meaningful and coherent facilitate and develop
representations of creativeand critical
knowledge thinking

Source: Lambert and McCombs (1998).

2. PSYCHOLOGICAL PRINCIPLES OF
LEARNER-CENTERED-TEACHING
Motivational influences on Intrinsic motivation to
learning learn

• self-awareness and Affective • curiosity

beliefs about self- Factors • enjoyment
control, competency, • negative cognitions
and ability and emotions
• clarity and saliency of
personal values,
interests, and goals
• personal expectations
for success or failure
• affect, emotion, and
LCT Characteristics of
motivation-enhancing
learning task
general states of mind
• resulting motivation to • relevant
learn • authentic
• optimal difficulty
• novelty

Source: Lambert and McCombs (1998).

2. PSYCHOLOGICAL PRINCIPLES OF
LEARNER-CENTERED TEACHING
Individual differences in
learning
developmental constraints
• different capacities
and preferences LCT and opportunities

• progress through
stages of physical,
Cognitive filters cognitive, socio-
Individual Developmental emotional domains
• personal beliefs, Factors Factors
thoughts, and
understanding
Personal
&
Social Factors

Social and cultural Social acceptance, self-

diversity esteem, and learning

• learning is facilitated • nourished by respect,

by social interactions acceptance, and
and communication appreciation Source: Lambert and McCombs (1998).
 3. THEORETICAL FOUNDATIONS

Cognitivism is a theoretical foundation that helps explain how each

Information Processing learner learns through mental structures that actively process the
acquisition and organization of knowledge.
Theory

Personal
&
Social Factors Schema Theory

Mental Models
3. THEORETICAL FOUNDATIONS
Problem-Solving Active Engagement

Attention

Creativity Stimulus

Memory

Personal
& Mental Processes
Social
• TheFactors
ability to focus on relevant information and ignore distractions
• The ability to store and retrieve information
• The ability to process information and make decisions
• The ability to identify and overcome obstacles
Thinking • The ability to generate new ideas and solutions
• The ability to learn most effectively through active engagement in the learning
process
• The ability to learn most effectively through opportunities to practice new skills
Source: https://library.cardiffmet.ac.uk/learning/learning_theories/cognitivism and knowledge
3. THEORETICAL FOUNDATIONS

Learning is an active process of constructing

knowledge

What is the Learning bring their own prior knowledge and

experiences to the learning process.
implication of
cognitive Mental processes are important for
learning.
learning theory
to me, as a pre- Learning is most effective when learners are actively
service engaged.

teacher? Learning is most effective when learners are able to

practice new skills and knowledge.
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing
Theory

explains that the ways that information is

received and structured

depends
in the minds of the learners

on the learners’ mental processes.

Source: Charles M. Reigeluth, Rodney D. Myers, and Dabae Lee
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing
General/ Specific whether knowledge is useful in
Theory many tasks or only in one

KNOWL Declarative factual knowledge

EDGE
TYPES Procedural knowledge on how to do things

Episodic memories of life events

Conditional knowing when and why

Source: Lucas & Corpuz

3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing
Theory

STAG ENCODING
Information is sensed,
perceived, and attended to

ES Information is stored for

STORAGE either a brief or extended
period of time

RETRIEVAL Information is brought back at the

appropriate time, and reactivated
for use on a current task

Source: Lucas & Corpuz

3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing METHODS FOR INCREASING
Theory RETRIEVAL
RETRIEVAL

Mnemonic
Device
Rehearsa Visual Imagery Visual Imagery
l
Meaningful Learning Generation Serial Position Effect

Organization Contex Part Learning

t
Elaboration Personalization Distributed
Source: Lucas & Corpuz

Practice
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing
Theory

Source: Amber W. Bunce

University of West Georgia
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing
Theory

Source: Amber W. Bunce

University of West Georgia
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing
Theory

Source: Amber W. Bunce

University of West Georgia
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Information Processing
Theory

Source: Amber W. Bunce

University of West Georgia
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Mental Model

explains that the ways that learners internalized information

dependson their prior experience and knowledge.

Source: Johnson-Laird, (1983)

3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Mental Model
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory

explains that the ways learners process information

depends
on their own schema.

Source: Johnson-Laird, (1983)

3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory

CONCEPT

EVENT
schema Personal

is a cognitive (mental) structure

&
Social Factors
PERSON

of organizing and interpreting

information

SELF
SOCIAL
Source:
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory

schema organizing knowledge

guiding attention
examples
facilitating comprehension

enabling inference

improving memory
Source:
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory
schema organizing knowledge

Imagine a student learning about the solar system. Their

"solar system" schema might include planets, stars, orbits,
and gravity. This schema organizes individual facts (e.g.,
example
"Jupiter has a red spot," "Mars is rocky") into a coherent
structure. When asked about the characteristics of
planets, the student can retrieve information more easily
because it's organized within this schema.
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory
schema guiding attention

A biology student with a well-developed "mammal"

schema will pay closer attention to features like fur, live
birth, and mammary glands when observing a new
example
animal. They are more likely to notice and process
information relevant to their existing schema, while
potentially overlooking less relevant details.

Source:
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory
schema facilitating comprehension

Reading a news article about a political election. A

person with a strong "democracy" schema will
understand the concepts of voting, candidates, and
example
political parties more readily. They can interpret the
information within the context of their existing
understanding of democratic processes. Someone with a
less developed schema may struggle to grasp the
nuances of the article.
Source:
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory
schema enabling inference

A child has a "restaurant" schema. They walk into a new

restaurant and, even without being told, infer that they will example
likely be seated, given a menu, order food, eat, and pay. Their
schema allows them to predict what will happen next, even in a
slightly different restaurant setting than they've experienced
before.

Source:
3. THEORETICAL FOUNDATIONS:
COGNITIVISM
Schema Theory
schema improving memory

Students learn about the EDSA Revolution. Information that fits

neatly into their pre-existing "revolution" schema (e.g., example
grievances, protests, prayer vigil) is more likely to be
remembered than isolated facts that don't connect to this
broader framework. The schema acts as a retrieval cue, making
it easier to recall related information.

Source:
3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM

Constructivism is the fundamental theoretical foundation of learner-centered education.

It posits that “knowledge is constructed while learners are engaged in social interaction on
the learning topic...”

Social interaction is described here as the experience of negotiating and finding equilibrium
through assimilation and accommodation
Source:(Littleton & Häkkinen, 1999; Palincsar, 1998); ( Jonassen, 1999; Lambert & McCombs, 1998).
SPIRAL CURRICULUM DISCOVERY LEARNING
The spiral curriculum is an educational approach Discovery learning is an educational approach
where key concepts are revisited repeatedly that encourages students to learn through active
IMPORTANT
throughout a student's education, with increasing exploration and problem-solving, rather than
levels of complexity each time. CONSIDERATIONS passively receiving information.

• cyclical • active learning

• increasing depth • inquiry-based
• connected • constructivism
JEROME BRUNER’S • teacher as facilitator

CONSTRUCTIVIST THEORY

REPRESENTATION OF THEORY OF INSTRUCTION CATEGORIZATION

KNOWLEDGE
• PREDISPOSITION TO LEARN • IDENTITY CATEGORIES
• ENACTIVE
• STRUCTURE OF KNOWLEDGE • EQUIVALENT CATEGORIES
• ICONIC
• EFFECTIVE SEQUENCING • CODEING SYSTEMS
• SYMBOLIC
• REINFORCEMENT
3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM

Enactive Representation Iconic Representation Symbolic

(Action-Based) (Image-Based) Representation
(Language-Based)
• This is the earliest mode of representation, • This mode emerges in early childhood,
primarily used during infancy and early typically around the ages of 1 to 6 years. • This mode develops later in childhood,
childhood. • Knowledge is represented through visual generally around the age of 7 and beyond.
• Knowledge is represented through actions Personal
images or icons. • Knowledge is represented through abstract
and motor responses. • Children can form mental pictures of symbols, such as language and
• Learning occurs through direct physical
&
objects or events, even in their absence. mathematical notations.
interaction with the environment. Social Factors
• Examples: A child drawing a picture of their • Individuals can use symbols to represent
• Examples: A baby learning to grasp a house, a child recognizing a familiar face in and manipulate complex concepts and
rattle, a toddler learning to ride a bicycle. a photograph. ideas.
• Examples: A child reading a book, a student
solving an algebraic equation.

REPRESENTATION OF KNOWLEDGE
3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM
Explain each component of the theory according to Bruner.

THEORY OF INSTRUCTION
3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM

Identity Categories Equivalent Categories Coding Systems

• Identity Categories: These are based on the • Equivalent Categories: These provide rules • Coding Systems: These help us recognize
attributes or features of an object (e.g., a for combining categories (e.g., different sensory input and assign it to a category (e.g.,
"car" has an engine, wheels, etc.). types of vehicles can all be categorized as recognizing the sound of a dog barking and
• Organize Information: Categorization helps "transportation"). categorizing it as a "dog").
us organize the vast amount of information • Identify Patterns: By categorizing, we can • Make Predictions: Once we have categorized
we encounter, making it easier to process identify patterns and relationships something, we can use our knowledge of that
and remember Personal
between different concepts. category to make predictions about it.
• Identify Attributes: Discover the key • Form Concepts: Develop an understanding • Create Coding Systems: Learn how to
features that define a category.
&
of the category and its relationships to recognize and classify new information.
• Providing Examples: Present a variety of Social Factors
other categories. • Using Graphic Organizers: Tools like Venn
examples and non-examples of a concept • Encouraging Comparison: Ask learners to diagrams and concept maps can help learners
to help learners identify the critical compare and contrast different concepts to visualize relationships between categories.
attributes. identify similarities and differences.

CATEGORIZATION
 3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM
• What is the INDIVIDUAL
role of CONSTRUCTIVISM
constructivi
sm in • Individual, internal
construction of
facilitating
knowledge (child-
learning?
centered and
• What discovery learning)
strategies
promote • subscribes to Piaget’s
SOCIAL
knowledge CONSTRUCTIVISM
theory. EXPLAIN!!!
construction
? • SOCIAL, INTERACTIVE
• What CONSTRUCTION OF
strategies KNOWLEDGE (GROUP-
facilitate CENTERED AND
COOPERATIVE VIEWS OF CONSTRUCTIVISM
concept
LEARNING)
learning?
• subscribes to Source: Lucas & Corpuz (2011)
Vygotsky’s theory.
EXPLAIN!!!
 3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM
• What is the
role of
CHARACTERISTICS OF CONSTRUCTIVISM
constructivi
sm in
Learners construct
facilitating
learning? understanding
• What
strategies New learning depends on current
promote
understanding
knowledge
construction
? Learning is facilitated by social
• What
interaction
strategies
facilitate
concept Meaningful learning occurs within authentic
learning?
learning task
Source: Lucas & Corpuz (2011)
 3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM
• What is the ‘Concept’ is a way of grouping or
role of
organizing knowledge:
categorizing objects or events in our mind
constructivi Concept
sm in
facilitating
learning?
• What
strategies Concept as feature lists
promote • Defining Feature
knowledge • Correlational Feature
construction
? Concept as prototypes
• What
strategies
facilitate
concept
Concept as exemplars
learning?

Source: Lucas & Corpuz (2011)

 3. THEORETICAL FOUNDATIONS:
CONSTRUCTIVISM
• What is the
role of
TEACHER STRATEGIES FOR EFFECTIVE
constructivi CONCEPT-LEARNING
sm in
facilitating
• Provide a clear definition of the concept
learning?
• What • Make the defining features concrete and prominent
strategies • Give a variety of positive instances
promote
knowledge • Cite a best example or prototype
construction • Provide opportunity for learners to identify a positive and
?
• What
negative instance
strategies • Ask learners to think of their own example of the concept
facilitate
• Point out how concepts can be related to each other
concept
learning?

Source: Lucas & Corpuz (2011)

3. THEORETICAL FOUNDATIONS:
HUMANISM

HUMANISM
Humanism is a learning principle that focuses on the
learner autonomy whole person, emphasizing the importance of
ASPECTS

emotions, feelings, and personal experiences in the

motivation learning process.

personal growth

safe and supportive environment

3. THEORETICAL FOUNDATIONS: HUMANISM BY
ABRAHAM MASLOW
What does Maslow propose?
Basic needs first.

How does Maslow explain its

influence on learning?
Creation of a supportive and nurturing learning environment.
3. THEORETICAL FOUNDATIONS:
HUMANISM BY CARL ROGERS

What does Rogers propose?

Proposed that self-actualization and a therapeutic
relationship will facilitate personal growth and change.

PERSON-
How does Rogers explain its the
influence on learning?
CENTERED
Prioritization of student autonomy through
student-centered learning.
APPROACH
3. THEORETICAL FOUNDATIONS:
HUMANISM
PLANNING AND PREPARATION PHASE

1 Focus on Learner Needs and Interests:

A. Instead of solely relying on curriculum guidelines, the
educator considers the students' individual needs,
interests, and prior experiences.
B. Planning involves creating learning activities that are
2 Emphasis on Choice and Autonomy
A. The teacher may provide students with learning
activities or project topics options.
B. Planning includes strategies to foster student self-
direction and encourage them to take ownership of their
relevant and meaningful to the students.
learning.
C. The teacher works to create a safe and welcoming
environment.

3 Setting a Positive Emotional Tone

A. The teacher prepares to approach the lesson with
empathy, genuineness, and unconditional positive regard.
3. THEORETICAL FOUNDATIONS:
HUMANISM
INSTRUCTION PHASE

1 Facilitating, Not Dictating

A. The teacher acts as a facilitator, guiding students and
supporting their learning, rather than simply delivering
information.
B. Emphasis is placed on dialogue, discussion, and
2 Valuing Student Perspectives
A. The teacher actively listens to students' ideas and
perspectives, valuing their contributions and creating a
sense of shared learning.
B. The teacher creates space for emotional expression,
collaborative learning. and respects those expressions.

3 Creating a Safe and Supportive Environment

A. The teacher fosters a classroom climate where students feel
comfortable taking risks, asking questions, and expressing
themselves.
B. The teacher shows empathy and understanding towards
students' struggles and challenges.
3. THEORETICAL FOUNDATIONS:
HUMANISM ENGAGEMENT AND PRACTICE PHASE

1 Promoting Active Learning

A. Students engage in hands-on activities, projects, and
discussions that allow them to explore and discover knowledge
for themselves.
B. Activities are designed to promote creativity, critical thinking,
3 Allowing for Personal Expression
A. Students are given opportunities to express their
understanding and feelings through various mediums, such as
art, writing, or presentations

and problem-solving.

2 Encouraging Collaboration and Cooperation

A. Students work together in groups, supporting each other's
learning and developing social skills.
B. The teacher facilitates collaborative work, ensuring that all
students feel valued and included
4 Providing Choice
A. Where possible, students are given choices in how they will
demonstrate their learning.
3. THEORETICAL FOUNDATIONS:
HUMANISM
ASSESSMENT PHASE

1 Focus on Self-Evaluation and Reflection

A. Students are encouraged to reflect on their own learning,
assess their progress, and identify areas for growth.
B. Emphasis is placed on formative assessment, providing
ongoing feedback to support student learning.
2 Valuing Personal Growth and Effort
A. Evaluation considers not only academic achievement but also
personal growth, effort, and engagement.
B. The teacher provides constructive feedback that is supportive
and encouraging.

3 Moving Away from Solely Standardized Testing

A. While standardized testing may be a part of the school

system, within the humanistic classroom, the teacher will utilize
many other methods of evaluation that allow for a greater level
4 Teacher and student dialogue:
A. Evaluation is an ongoing dialogue, where the teacher helps
the student to understand their own learning process.

of personal expression.
3. THEORETICAL FOUNDATIONS:
HUMANISM

What’s in the illustration that makes it a core principle of humanism?

4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS
 4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: DEWEY’S
PROGRESSIVE EDUCATION

https://www.youtube.c
om/watch?v=y3fm6wN
zK70

Explain Dewey’s principles in relation to LCT

4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: DEWEY’S
PROGRESSIVE EDUCATION
Dewey’s
Contributions
Shifting from Rote to
Active Learning 01 • Experiential Learning
• Student-Centered Classroom

02 Promoting Critical
Thinking
Recognizing the Social
Nature of Learning 03
• Inquiry-based Learning
• Problem-Based Learning • Collaborative Learning
• Democratic Classroom

04 Transforming the Role

of Teachers

• Facilitator, Not Authority

4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: DEWEY’S
PROGRESSIVE EDUCATION

Experiential Project-Based Inquiry-Based Collaborative

Learning Learning Learning Learning
• Science Experiments • Problem-Solving • Topic Exploration • Group Projects
• Art Projects • Active Inquiry • Asking Questions • Peer Teaching
• Simulations • Reflection • Developing Understanding • Class Discussions
• Field Trips • Collaboration

1 2 3 4
 4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: MONTESSORI
EDUCATION

What is the What is the

goal of role of the
Montessori teacher in
education? Montessori
education?
4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: MONTESSORI
EDUCATION

https://www.youtube.com/watch?v=_ktR43Z9UcU
4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: CARROLL’S
AND BLOOM’S MASTERY LEARNING

John Carroll (1963) Benjamin Bloom

believes that ... believes that ...

if students are given most students could achieve

sufficient time and quality high levels of learning if
instruction, they can all provided with appropriate
achieve mastery conditions
4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: CARROLL’S
AND BLOOM’S MASTERY LEARNING

Key Elements of Bloom’s Mastery Learning

01 02 03 04
Clearly Formative Corrective Summative
Defined Assessment Feedback Assessment
Learning and
Objectives Instruction
4. SIGNIFICANT LCT EDUCATIONAL MOVEMENTS: CARROLL’S
AND BLOOM’S MASTERY LEARNING

Key Principles of Mastery Learning

01 02 03 04
All students Focus on Indivi- Formative
can learn. mastery. dualized assessment is
learning. crucial.
5. VALUE FOUNDATION OF LCT: LEARNING
GOALS learning goals

• Develop intrinsic motivation and love for learning

• Develop self-regulation skills
• Demonstrate mastery of knowledge and skills, including their
transfer to varied and real-world contexts
• Develop collaboration skills
• Demonstrate emotional, social, and character development,
including empathy and desire to contribute to one’s community
5. VALUE FOUNDATION OF LCT:
INSTRUCTIONAL METHODS
instructional methods

• Attainment-based learner progress. The pace of instruction should be

customized to each learner.
• Individual needs, interests, talents, and goals. The content of instruction
should be customized to each learner.
• Individual learning preference. The methods of instruction should be
customized to each learner.
• Task-centered instruction. Learners should learn by doing.
• Instructional scaffolding. Learners should receive just-in-time support while
learning.
• Collaboration. Learners should learn much from peers through
collaboration.
5. VALUE FOUNDATION OF LCT:
INSTRUCTIONAL METHODS instructional methods

• Self-determination, self-regulated learning. Learners should be taught to

set their own goals and manage their own instruction as much as possible
• Decision-makers. Learners should make decisions about ends, priorities,
and means.
• Self-reflection, self-evaluation. Learners should be involved in assessing
their own learning.
• Continuous, integrated assessment. Both formative and summative
assessment should occur throughout instruction.
• Motivation. Intrinsic motivation and love of learning should be cultivated.
5. VALUE FOUNDATION OF LCT: LEARNERS ENGAGEMENT AND
ACTION OR EXPRESSION engagement and action or expression

• Welcoming interests and identities. Honor learners’ whole selves.

• Sustaining effort and persistence. Tackle challenges with focus

and determination

• Emotional Capacity. Harness the power of emotions and

motivation in elarning
5. VALUE FOUNDATION OF LCT: LEARNERS ENGAGEMENT AND
ACTION OR EXPRESSION engagement and action or expression

• Interaction. Interact with accessible materials and tools.

• Expression and communication. Compose and share ideas using

tools that help attain learning goals.

• Strategy development. Strategize and act on plans to make the

most out of learning.
5. LCT’S UNIVERSAL PRINCIPLES

Attainment-based Learner Progress

1 Attainment-based
Instruction

• based on the learning goal

Attainment-based Learner Assessment
rather than based on time

Attainment-based Learner Record Personal • assessed through comparison with the criteria
for mastery (criterion-referenced) rather than
& through comparison with other learners
Social Factors (norm-referenced assessment)

• a list or map of individual attainments rather

than a traditional report card
5. LCT’S UNIVERSAL PRINCIPLES

2 Task-centered
Instruction

TASK
ENVIRONME NT
• of great interest
to the learner
• aligned with the
SCAFFOLDING
learner’s
AUTHENTIC
learning goals 1 2 • Adjusting
• of significant ENVIRONMENT • Coaching
duration • Instructing
• within an
immersive
environment
• authentic or
realistic
5. LCT’S UNIVERSAL PRINCIPLES

Personalized
Reflection Personalized
3 Personalized
Instruction

Assessment Personalized
Scaffolding Personalized Task
Envirionment
Personalized
Goals

05 04 03 02 01

• Learning Process • Assessor • Quantity • Task Selection • Long-term Goals

• Learning Outcome • Representation • Quality • Collaboration • Short-term Goals
• Self-regulation
5. LCT’S UNIVERSAL PRINCIPLES

TEACHER ROLES TECHNOLOGY ROLES

• Assist learners in setting • Record-keeping for learning

goals • Planning for learning
• Assist learners in designing • Instruction for learning
or selecting tasks • Assessment for and of learning
• Facilitate task performance
• Facilitate learning
• Help evaluate performance
and learning
• Mentor the learner

LEARNER ROLES
• Active learner
• Self-regulated learner
• Learner as teacher
4 Changed
Roles
5. LCT’S UNIVERSAL PRINCIPLES

EXPANDED CURRICUUM RESTRUCTURED CURRICULUM

21st
Cent 1.Core Subjects- the 3Rs
2.Learning and Innovation
FROM: Math, Science,
Literacy, and Social
ury Skills- creativity and Studies
Skills innovation, critical thinking,
and problem-solving, and Danie
communication and Golem
l TO: Effective Thinking,
collaboration an Personal
1.Emotional
&
and Socia
Development
Acting, Relationships, and
3.Information, Media and Accomplishment
Technology Skills- Social and
2.Mental Factors
Physical
information literacy, media Health
literacy, and technology 3.Attitudes, Values,
literacy Morals, and Ethics
4.Life and Career Skils

5 Changed
Curriculum
 I.
Daghang Salamat!

Padayun sa pag-uswag☺