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    Mov13 Calderon

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    Matthew Gonzales
    The document discusses a learner-centered teaching philosophy that focuses on the individual needs, interests, and learning styles of each student. It emphasizes allowing students to have more control over their learning and actively participating in the educational process. The teaching philosophy is broken into four quarters that focus on different educational approaches: humanism in the first quarter prioritizes student choice; constructivism in the second quarter emphasizes active participation; reconstructionism in the third quarter aims to better society; and progressivism in the fourth quarter bases the curriculum on student experiences. The overall goal is to cultivate lifelong learners by customizing instruction to each student.

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    Mov13 Calderon

    Uploaded by

    Matthew Gonzales
    7 views2 pages
    The document discusses a learner-centered teaching philosophy that focuses on the individual needs, interests, and learning styles of each student. It emphasizes allowing students to have more control over their learning and actively participating in the educational process. The teaching philosophy is broken into four quarters that focus on different educational approaches: humanism in the first quarter prioritizes student choice; constructivism in the second quarter emphasizes active participation; reconstructionism in the third quarter aims to better society; and progressivism in the fourth quarter bases the curriculum on student experiences. The overall goal is to cultivate lifelong learners by customizing instruction to each student.

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    MOV13-CALDERON

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    The document discusses a learner-centered teaching philosophy that focuses on the individual needs, interests, and learning styles of each student. It emphasizes allowing students to have more control over their learning and actively participating in the educational process. The teaching philosophy is broken into four quarters that focus on different educational approaches: humanism in the first quarter prioritizes student choice; constructivism in the second quarter emphasizes active participation; reconstructionism in the third quarter aims to better society; and progressivism in the fourth quarter bases the curriculum on student experiences. The overall goal is to cultivate lifelong learners by customizing instruction to each student.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    7 views2 pages

    Mov13 Calderon

    Uploaded by

    Matthew Gonzales
    The document discusses a learner-centered teaching philosophy that focuses on the individual needs, interests, and learning styles of each student. It emphasizes allowing students to have more control over their learning and actively participating in the educational process. The teaching philosophy is broken into four quarters that focus on different educational approaches: humanism in the first quarter prioritizes student choice; constructivism in the second quarter emphasizes active participation; reconstructionism in the third quarter aims to better society; and progressivism in the fourth quarter bases the curriculum on student experiences. The overall goal is to cultivate lifelong learners by customizing instruction to each student.

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    Reflection/Journal Entry of Learner-Centered Teaching Philosophy (PPST 7.1.

    3)

    A teaching philosophy that puts the learner at the center of the educational
    experience is known as a learner-centered approach. It acknowledges that every student
    is an individual with particular requirements, skills, interests, and learning preferences.
    This method seeks to stimulate the growth of the full person by supporting intellectual,
    emotional, social, and even physical development in a supportive and nurturing
    atmosphere.

    In the 1st Quarter, it focuses on humanism. Humanism is based on the idea that
    students should have the choice in the learning process. It considers the individual
    interests and abilities of students to bring out the best of them. More importantly, teachers
    give students the center-stage allowing them to plan, collaborate, and make decisions
    together. I usually give pictures of scenario/events and I will let students explain how they
    are connected to one another. We have to recognize the variety of students in the
    classroom. We have to recognize that every student learns at a different pace and has
    various learning styles and understanding. We must create lessons and learning activities
    that are individualized for each student and permit them to advance at their own rate.

    In the 2nd Quarter, it focuses on constructivism. Constructivists believe in active


    participation. A typical classroom contains students who are free to explore their ideas
    and share concepts in non-traditional ways. I always give group activities as part of the
    teaching learning process. We have to encourage students to actively participate in their
    education. Avoid too much lecturing and substitute to interactive exercises, group
    projects, conversations, and hands-on learning for lectures. With this method, students
    are able to actively construct their knowledge.

    In the 3rd Quarter, it focuses on reconstructionism. Reconstructionism strives


    to instill a desire in students to make the world a better place. These educators teach
    students the value of working together to bring about change by incorporating the
    curriculum with trending world events. Since one of my subjects is Disaster Readiness
    and Risk Reduction, I create opportunities for problem-solving (especially in dealing with
    disasters) and peer instruction. I encourage a helpful, cooperative learning atmosphere.
    Let our students collaborate, exchange ideas, and gain knowledge from one another.

    In the 4th Quarter, it focuses on progressivism. Progressivists are active learners


    and believe that individuality, change, and progress are essential for education. Teachers
    believe that students learn best from what they consider most relevant in their lives, so
    they base their curricula on the needs, experiences, interests, and abilities of students. I
    let my students become more motivated and involved in the process when they can
    perceive the relevance of what they are learning. I always relate my lesson to the real-
    world set-up. We must relate learning to actual circumstances and experiences. Display
    how the knowledge being taught can be used in real-world situations.

    It is important to keep in mind that a learner-centered approach does not work in


    a one-size-fits-all manner; rather, it necessitates ongoing customization and response to
    the needs of specific learners as well as the dynamics of the learning community.
    Teachers may design a good and rewarding educational path that cultivates lifelong
    learners who are motivated, curious, and self-assured by putting the student at the center
    of the learning experience.

    Prepared by:

    Renz Christian A. Calderon

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