WEST VISAYAS STATE UNIVERSITY

LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

Outcomes-Based Education (OBE) Course Design/Syllabus in ED 227- Facilitating Learner-Centered Teaching: The Learner Centered
Approaches with Emphasis on Trainers Methodology
Date Revised/Enhanced: August 16, 2021
I. University
Vision: A research university advancing quality education towards societal transformation and global recognition
Mission: WVSU commits to develop life-long learners empowered to generate knowledge and technology, and transform communities as agent of
change
Core Values: Excellence Creativity and Innovation Service

Institutional Outcomes for Instruction:

Taga-West
Institutional Outcomes for Instruction:
- is a creative and critical thinker
- is an effective and responsible communicator
- has uncompromising personal and professional ethical standards
- is technologically –skilled
- has teaming and collaborative skills
- is socially responsible and has strong national identity
- is globally employable
- is self directed, competent, and accountable professional
- can utilize lifelong learning skills for personal development and excellence in professional practice
II. Campus/College Outcomes:
Taga-West (Lambunao-Campus):
- is value-laden professional (responsible, accountable, independent, resourceful, trustworthy, refined, God-fearing, service oriented,
considerate of others, tactful);
- is expert/Competent of his/her field (skilful/talented, versatile, productive, competitive, artistic, confident);
- is life-long learner, change agent, innovative, resourceful); and
- has communicative competence (articulate, has language facility, can open/relay ideas clearly.
This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
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 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

College of Education Outcomes:

1. exhibited and nurtured a culture of excellence;
2. produced effective facilitators of learning;
3. initiated, undertaken researches and extension services in teacher education and allied fields;
4. collaborated and shared expertise with local and international entities/agencies; and
5. provided with equitable access to educational opportunities to deserving clientele.

III. Program/Degree : Bachelor of Technical Vocational Teacher Education

IV. Program/Degree Outcomes: CMO No. 79 Series of 2017

The graduates of BTVTEd must have:
1. demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualification Frameworks:
2. demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and vocational education;
3. apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical vocational education
4. demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning
5. manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their
students;
6. show a deep and principled understanding of how education processes relate to target historical, social, cultural, and political processes;
7. apply a wide range of teaching process skills (including curriculum development, educational assessment, and teaching approaches); and
8. reflect on the relationships among the teaching process, skills, the learning processing in the students, the nature of the content/subject matter,
and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.

V. Course No. ED 227 Course Title: Facilitating Learner-Centered Teaching: The Learner Centered Approaches with Emphasis on Trainers Methodology
Prerequisites: None

VI. School Year: 2021 - 2022 Semester Offered: First Semester

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
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 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

VII. Course Description: CMO No. 17 Series of 2017

This course explores the fundamental principles, processes and practices anchored on leaner-centeredness and other educational psychologies as
these apply to facilitate various teaching-learning delivery modes to enhance learning.

VIII. Course Credit/Unit: 3 (54 hrs. Lecture)

IX. Course Outcomes:

At the end of the course the students must have:
1. revisited the different learner-centered psychological principles needed in enhancing effective delivery of learning;
2. studied theories of development focusing on learner including their diversity;
3. deepened understanding on different theories that focusing on learning activities in classroom;
4. compared different theories in cognitive perspective;
5. learned how to apply cognitive processes to create meaningful teaching-learning experience to the learners;
6. identified various motivational activities that could help in provide meaningful experience to the learner in classroom; and
7. revisited the learner-centered psychological principles and its application.

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
3
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

X. Course Design Matrix:

DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ OUTCOMES-BASED ASSESSMENT OF RESOURCE TIME

OUTCOMES (DLO) SUBJECT MATTER REFERENCES TEACHING & LEARNING MATERIAL TABLE
LEARNING (OBTL) OUTCOMES (ALO)
LECTURE LECTURE
Non-Face to Face Non-Face to Face

At the end of the unit, Unit 0:Vision, Mission,

the students must have: Core Values and
Outcomes
2013 University Code
1. Identified, internalized, 1. The University VMGO
Orientation Pencil and paper
and demonstrated the and core values 2016-2020 Strategic test, etc. Video IDs
vision, mission, core values 1.1. Vision Plan Discussion
of the University, Camus 1.2. Mission
and School of Education 1.3. Core Values 2011 WVSU Student Self-internalization 3 hrs
outcomes. 1.4. University Handbook Activity
Poem Composition
Outcomes Sheets
2. Applied the underlying 2. Lambunao Campus Bulletin of Information
school policies and Outcomes
displayed the desirable 2.1. Campus COE Goals and
attributes of WVSUnian. Outcomes Objectives
3. College of Education
Outcome

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
4
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

At the end of the unit, Unit 1: Introduction to Lucas, M.R (2014)

the student must have: Facilitating Learning and Corpuz, B.
(2014). Facilitating
1. Metacognition learning: A
1. Explained the meaning of Metacognitive
metacognition and other 2. Learner-Centered Process. LORIMAR
purposes Lecture-Discussion
Psychological Principles Publishing Inc. ISBN
(LCP) 971-685-775-7.
2. Discussed the context of a. Cognitive and Books
learner-centered Reading and
Metacognitive Factors teaching.ist.psu.edu ›
psychological principles Comprehension
teaching-orientation ›
b. Motivational and metacognition Paper/Pencil Test Internet
3. Studied the cognitive and 11 hours
Affective Factors Surfing
metacognitive approach the saylordotorg.github.io
students encounter c. Developmental and › s06-02-what-is-
Social Factors metacognition Interview
4. Learned the
developmental and social d. Individual Differences McGuire, S.Y. and
factors that may affect the Brainstorming
Factors McGuire, S. (2016).
students Teach Students How School
to Learn: Strategies Visitation
5. Applied different You Can Incorporate
principles of metacognition in Any Course to
as teachers. Improve Student
Metacognition, Study
Skills, and Motivation.
Sterling, Virginia:
Stylus Publishing,
LLC.

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
5
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

At the end of the unit, Unit 2: Focus on the Lucas, M.R (2014)
the student must have: Learner and Corpuz, B.
(2014). Facilitating
1. Review of the learning: A Lecture-Discussion
1. Differentiated the Development Theories Interview
Metacognitive
different theories that being
Process. LORIMAR
learned. 2. Review of Theories Reading and
Publishing Inc.
Related to the Learners’ Comprehension
2. Studied the theories ISBN 971-685-775- 11 hours
Development 7.
related to the learners Paper/pencil Test
development Books
3. Student Diversity www.verywellmind.
3. Familiarized the a. Individual Differences com>freuds-
differences of the students b. Learning/Thinking stages-of-
as they learned about Styles and Multiple psychosexual Internet
diversity. Intelligences Brainstorming Surfing
c. Learners with course.lumenlearni
4. Explored on the different Exceptionalities ng.com>teachered
characteristic and learned
what does the student ucationx92x1
have. Course Guide
www.simplypsychol
ogy.org › piaget

www.simplypsychol
ogy.org › kohlberg

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
6
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

Unit 1: Introduction to
Facilitating Learning

At the end of the

examination, the
students must have Unit 2: Focus on the
achieved 80% from the Learner Written Examination 2 hours
Midterm Examination

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
7
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

At the end of the unit, Unit 3: Focus on

the student must have: Learning
1. Behaviourist Lucas, M.R (2014)
Perspective and Corpuz, B.
1. Described the a. Behaviourism: Pavlov, (2014). Facilitating
characteristic of Thorndike, Skinner learning: A Lecture-Discussion Books
behaviourist. b. Neo-Behaviourism: Metacognitive
Tolman and Bandura Process. LORIMAR
2. Cited authors that 2. Cognitive Perspective Publishing Inc. ISBN
discuss matters on cognitive a. Gestalt Psychology 971-685-775-7. Brainstorming Paper and Pencil
perspective. b. Information Processing Test
c. Gagne’s Condition of Courses.lumenlearnin Internet 9 hours
3. Identified the different Learning g.com>chapter>class Surfing
values on the learning of d. Ausubel’s Meaningful ical.conditioning
cognitive process. Verbal Learning/ Course Guide
Subsumption Theory Cherry, Kendra. Reading
4. Gave important details of e. Bruner’s Constructivist “What is Classical Comprehension
knowledge construction or Theory Conditioning?”
concept learning. 3. Cognitive Process Verywell Mind, 28
a. Constructivism: September 2018.
5. Discussed matters on Knowledge https://www.verywell
hesitation and application of Construction/Concept mind.com/classical-
problem solving. Learning conditioning-2794859
b. Transfer of Learning
c. Bloom’s Taxonomy of www.slideshare.net ›
Educational Objectives- sinoremar › bruners-
Revised main-concept
d. Sternberg’s Successful
Intelligence Theory and http://www.cdli.ca/~
WICS Model elmurphy/emurphy/cl
e. Problem Solving and e3.html

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
8
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

Creativity
At the end of the unit, Unit 4: Focus on
the student must have: Classroom Processes

1. Motivation Lucas, M.R (2014)

a. Meaning and Types of and Corpuz, B.
1. Prepared activities that Motivation (2014). Facilitating
tells about the motivation of b. Theories on Factors learning: A Presentation of Books
students Affecting Motivation Metacognitive Written Outputs
c. Students’ Diversity in Process. LORIMAR Lecture-Discussion
2. Conducted pre- Motivation Publishing Inc. ISBN
assessment activities on 2. Motivation in The 971-685-775-7. Internet 9 hours
how to motivate in the Classroom Surfing
classroom a. Human Environmental Paper and pencil
Factors Affecting Test
3. Learned about the Motivation Reading and
Interview
motivation that affecting b. The Classroom Climate Comprehension
human environment c. The Physical Learning
Environment
4. Accounted physical d. Assessment Strategies
learning environment that can Increase
Motivation
5. Reviewed strategies that
increase motivation

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
9
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

At the end of the unit, Unit 5: Integration

the student must have:

1. Revisiting the 14
1. Explained the different Learner-Centered
psychological principles Psychological Principles

a. Learners are the center

2. Enumerated the of the learning process Lucas, M.R (2014) Brainstorming Interview
importance of learning b. Teacher guides and Corpuz, B.
process, the teachers guide students’ construction of (2014). Facilitating Paper and pencil test
and teachers’ for understanding learning: A Books
understanding c. Teachers teach for Metacognitive 7 hours
understanding Process. LORIMAR Internet
Publishing Inc. ISBN Surfing
3. Described the activities 2. Cognitive and 971-685-775-7. Reading and
could be linked in cognitive Metacognitive factors Comprehension
and metacognitive factors
3. Motivational and Course Guide
Affective factors
4. Determined motivational
and affective factors 4. Development and social
factors
5. Differentiated the
development and social
factors to the learners. 5. Individual differences
factors

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
10
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

At the end of the final Unit 3: Focus on

Learning 2 hours
examination, the Written Examination
students must have
achieved 80% Unit 4: Focus on
proficiency. Classroom Processes

Unit 5: Integration

Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher
XI. Criteria for Grading
Midterm Finals
Midterm Examination 40% Final Examination 40%
Examinations/Output/Project 60% Examinations/Outputs/Project 60%
_______________ ____________
100% 100%
Final Grade Components: 1/3 of Midterm Grade +2/3 of Tentative Final Grade =FINAL GRADE
XII. Other Requirements
A. Accomplished all given activities and assessment tasks
B. Essays on selected topics
C. Reflection
This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
11
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

XIII. Course Mapping

A. Course Outcomes in relation to Program Outcomes

Course Outcomes Degree Outcomes

1 2 3 4 5 6 7 8
1. Revisited the different learner-centered psychological principles needed in enhancing effective
delivery of learning;
2. Studied theories of development focusing on learner including their diversity;
3. Deepened understanding on different theories that focusing on learning activities in classroom;
4. Compared different theories in cognitive perspective;
5. Learned how to apply cognitive processes to create meaningful teaching-learning experience to the
learners;
6. Identified various motivational activities that could help in provide meaningful experience to the
learner in classroom; and
7. Revisited the learner-centered psychological principles and its application.

B. Course Outcomes in relation with Teaching Learning Activities and assessment Strategies

Course Outcomes Teaching and Learning Activities Assessment Strategies

1. Revisited the different learner-centered psychological Lecture-Discussion, Reading and Comprehension, Paper/Pencil Test, Collaborative
principles needed in enhancing effective delivery of learning; Brainstorming Learning Reports

2. Studied theories of development focusing on learner Lecture-Discussion, Reading and Comprehension, Paper/pencil Test
including their diversity; Brainstorming

3. Deepened understanding on different theories that focusing Lecture-Discussion, Brainstorming, Reading Paper/pencil Test
on learning activities in classroom; Comprehension

4. Compared different theories in cognitive perspective; Lecture-Discussion, Reading and Comprehension, Paper/Pencil Test, Collaborative
Brainstorming Learning Reports
5. Learned how to apply cognitive processes to create Lecture-Discussion, Reading and Comprehension, Paper/Pencil Test, Collaborative
This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
12
 WEST VISAYAS STATE UNIVERSITY
LAMBUNAO CAMPUS
COLLEGE OF EDUCATION
Lambunao, Iloilo

meaningful teaching-learning experience to the learners; Brainstorming Learning Reports

6. Identified various motivational activities that could help in Lecture-Discussion, Reading and Comprehension, Paper/Pencil Test, Collaborative
provide meaningful experience to the learner in classroom; Brainstorming Learning Reports
and
7. Revisited the learner-centered psychological principles and Lecture-Discussion, Reading and Comprehension, Paper/Pencil Test, Collaborative
its application. Brainstorming Learning Reports

Prepared and Designed by: Reviewed by:

JAIME G. LATOZA, Ed. D. FEMA LINA L. BALTAR, Ed. D.

Professor Department Chair Prof. Ed
Approved:
GLENN B. LATANGA, Ed. D.
Dean, College of Education

This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer(s) of the syllabus must be
properly acknowledged.
13