Facilitating learner-centered teaching / Maria Rita D. Lucas and Brenda B. Corpuz.

Includes bibliographical references.

Part 1: Introduction 1 -- Module 1 Metacognition 1 -- Module 2 Learner-Centered Psychological Principles (LCP) 19 -- Part 2: Focus on the Learner 29 -- Unit 2.1 Review of the Developmental Theories 29 -- Module 3 Review of Theories Related to the Learner's Development 29 -- Unit 2.2 Student Diversity 47 -- Module 4 Individual Differences 47 -- Module 5 Learning/Thinking Styles and Multiple Intelligence 59 -- Module 6 Learners with Exceptionalities 71 -- Part 3: Focus on Learning 79 -- Unit 3.1 Behaviorist Perspective 79 -- Module 7 Behaviorism: Pavlov, Thorndike, Watson, Skinner 79 -- Module 8 Neo-Behaviorism : Tolman and Bandura 91 -- Unit 3.2 Cognitive Perspective 105 -- Module 9 Gestalt Psychology 105 -- Module 10 Information Processing 115 -- Module 11 Gagne's Conditions of Learning 125 -- Module 12 Ausubel's Meaningful Verbal Learning/Subsumption Theory 137 -- Module 13 Bruner's Contructivist Theory 143 -- Unit 3.3 Cognitive Processes 153 -- Module 14 Constructivism: Knowledge Construction/Concept Learning 153 -- Module 15 Transfer of Learning 161 -- Module 16 The Revised Bloom's Taxonomy of Educational Objectives 169 -- Module 17 Sternberg's Successful Intelligence Theory and WICS Model 187 -- Module 18 Problem Solving and Creativity 199 -- Part 4: Focus on Classroom Processes 211 -- Unit 4.1 Motivation 211 -- Module 19 Meaning and Types of Motivation 211 -- Module 20 Theories on Factors Affecting Motivation 221 -- Module 21 Students' Diversity in Motivation 235 -- Unit 4.2 Motivation in the Classroom 243 -- Module 22 Human Environmental Factors Affecting Motivation 243 -- Module 23 The Classroom Climate and Social-Emotional Learning (SEL) 253 -- Module 24 The Physical Learning Environment 261 -- Module 25 Assessment Strategies that can Increase Motivation and Outcome-based Teaching-Learning 267 -- Part 5 : Integration 277 -- Module 26 Revisiting the 14 Learner-Centered Psychological Principles 277.

This 5h edition of Facilitating Learner-Centered Teaching is a response to the need for outcomes-based instructional material for Outcomes-Based Teaching and Learning (OBTL). OBTL is Outcomes-Based Education (OBE) applied in the classroom. The shift to an outcomes-based quality assurance made explicit in CHED Memo 46 s. 2012 necessitates the articulation of educational goals in terms of learning outcomes.Learning outcomes are what students know and are able to do after instruction. In OBE,the focus of education shifts from what the teacher or expert gives to the student to the competencies that the student acquires/ develops. Competencies refer to knowledge, skills and values that students acquire from instruction. This textbook is outcomes-based. It observes the alignment of learning outcomes per Module with the Course Outcomes which in turn are aligned to the Program Outcomes.The Course Outcomes are the learning outcomes for the course, in this case,Facilitating Learner-Centered Teaching.