Establish A Learner-Centered

Culture by Using Teaching Strategies

that Respond to Learners Linguistic,
Cultural, Socio-Economic and
Religious Backgrounds
(LEARNER-CENTERED
CLASSROOM)
INDICATOR 3.2.2
 Key Concepts
LEARNER-CENTERED
CULTURE. This refers to a set of
attitudes, conventions and
practices that place the learners at
the center of the learning process
by using varied teaching
modalities responsive to learners’
diverse background and relevant
to meaningful learning
LINGUISTIC
BACKGROUND.
This refers to the language and
communication system
understood, used and valued by
the learners at home and prior
to formal schooling.
CULTURAL
BACKGROUND.
This refers to the learners’
existing values and prior
experiences influenced by the
traditions, customs and beliefs
of the society where they
belong.
SOCIO-ECONOMIC
BACKGROUND. This concerns
the learners’ combined social and
economic status characterized by
parental education, occupation,
income and expenditures; family
structure, size, wealth, history
and expectations; and home
educational resources and access
to community resources.
RELIGIOUS
BACKGROUND. This
refers to the learner’s
orientation, beliefs,
feelings and practices
that defines his/her
religion.
CARD GAME/ACTIVITY

This is when we get to use our

imagination and creativity. You can
explore various play centers in our
classroom. Have fun and enjoy
playing with your friends!
 PROCESS/ANALYSIS
QUESTIONS
• What background information did
Teacher Josh attempt to solicit from
his new learners?
• How does the activity help him know
his learners better
• Is it a learner-centered activity? Why?
• If you were to use the information that
Teacher Josh could get from the game,
how would you design your succeeding
learning activities?
• How could it be a more fitting proof to
address indicator 3.2.2?
 LEARNER-CENTERED
The PEDAGOGY
responsibility of creating meaningful learning
experiences lies in the collaboration between the
learners and their teacher. Establishing learner-
centered culture can be framed by teachers who value
the great role of learners during the instructional
process; promote shared commitment to learning; and
see learners’ diverse identity as an advantage in
developing a positive, inclusive and collaborative
classroom climate through doing any of the following
recommendations (Yale Center for Teaching and
Learning, 2018):
 ILLUSTRATIONS OF
PRACTICE
 Structure classroom conversations to
encourage respectful and equitable
participation.
 Use small groups to encourage non-
competitive ways of learning and
encourage cross-cultural
communication.
 Anticipate sensitive issues and
acknowledge racial, class or cultural
 Model inclusive language.
 Address offensive,
discriminatory and insensitive
comments.
 Perform a self-assessment or
take teaching inventories
 Use multiple and diverse examples.
 Personally connect with learners.
 Provide alternative means for
participation.
 Respectfully communicate with learners.
 Offer support by extending commitment
to all students’ learning.
 Consider racial and socio-economic
classes, give equal access for all learners,
and supplement classroom discussion by
carefully using learner diversity.
 Make classes relatable to learners and let them
imagine themselves in the scenario by using
different types of readings, slides, pictures and
other materials that can be localized or
contextualized.
 Value learners’ differences and make them feel
comfortable in the class.
 Get learners’ feedback on the learning process
and resources used.
 Enrich your knowledge of learner-centered
pedagogies by reading relevant literature and
participating in professional learning
communities
 Teacher Shiela performs the
Accomplishes the School Register
following: to determine
students profile like sex, age, religious
affiliation, address, parents and guardian
information. Also, those learners who transferred
in from a different school, balik-aral or school
returners and those recipient of financial
support.
• Conduct survey with learners and parents
during enrolment, PTA meeting, honors
assembly, or special meeting when parents are
called to report to school.
• Using class bulletin board to feature a
particular student throughout the year.
• Consolidating class profile
Teaching Strategy
Responsive to
Learners Linguistic
Background
In her Filipino class, she asked
her learners to write a poem in
adherence to the subject’s
Pamantayan sa Pagganap
(Content Standard):
Napahahalagahan ang wika at
panitikan sa pamamagitan ng
pagsali sa usapan at talakayan,
paghiram sa aklatan,
pagkukuwento, pagsulat ng tula
at kuwento.
1. Pag-usapan ang isang pangkaraniwang araw ninyo
bilang mag-aaral.
2. Gamitin ang sipi ng lokal na diksyunaryo na
matatanggap ng bawat pangkat upang magsilbing
gabay sa paghanap ng kahulugan at pagpili ng angkop
na salita para sa bubuuing tula.
3. Sumulat ng isang akda gamit ang natutunan sa
nakaraang araling tula tungkol sa inyong “buhay
estudyante”.
4. Maaring sumangguni sa mas nakatatanda sa
inyong tahanan hinggil sa tamang gamit ng mga
salitang lokal.
5. Salangguhitan ang mga salitang lokal at isulat sa
ibaba ng pahina ang kahulugan ng mga ito.
6. Pagkatapos ng sulatin, gawin ang tampok na
palakpak ng inyong grupo at ihanda ang mga sarili sa
sabayang pagbasa ng inyong mga tula.
Teaching Strategies
Responsive To
Cultural
Background
Teacher Jane, a Grade 7 English
Teacher just finished a short
story that is set in a culture-rich
province. Before asking her
learners to compose a travelogue
(EN7WC-III-f-2.2.14) she designs
an activity plan which asks the
learners to assert one’s unique
identity and to better understand
other people (EN7LT-III-f-5).
1. Profile the learners according to their birthplace,
hometown or barangay.
2. Form small teams by grouping the learners heterogeneously
in terms of their birthplace, hometown or barangay.
3. Following the format of a travelogue, ask the learners to
write a memorable day visit in their place.
4. Remind the learners to consider the significant landmarks
to see, food to try, activities to do or people to visit in their
place.
5. In their small groups, each learner will share his/her
travelogue.
6. After small group sharing, they will share the
consolidated insights that they learned by using any
of the following:
a. Role playing,
b. Community singing,
c. Creative dancing,
d. Poster presentation,
e. Picture slideshows,
f. Video presentation.
 HOW TO DO IT?
Implementing culturally-responsive teaching
strategies involves establishing connections
between the lesson’s content and the learners’
cultural identity. It may happen from grouping
the learners, preparing instructional materials,
delivering the content, or conducting
assessment.
• Establish inclusion by highlighting how the topic
relates to the learners.
• Develop positive attitudes by allowing the learners
to choose between activities and assessments that
let them showcase their values, strengths and
experiences.
• Enhance meaning by drawing connections with real-
world issues, asking learners to use opinions and
existing knowledge to address them.
• Foster confidence by offering different assessment
modalities to demonstrate skills and understanding.
 Teaching Strategies
Responsive To Socio-
economic Background
1. Each group shall describe different jobs
in the community by portraying a scenario
in specified places:
Group 1: at the park
Group 2: inside the school
Group 3: at the market
Group 4: inside the hospital
2. In this “picture perfect” activity, group
members will be given one to two minute to
discuss with their small group and plan for
their portrayal.
3. Another minute will be allotted for
them to arrange themselves in their
corresponding target workplaces.
4. Then, members shall freeze in their
positions while the team leader
explains to the big group the job or
profession being portrayed by each
member in the scenario.
5. After the group presentation, learners will
answer essential questions like: What
professions have been identified in the
activity? Why are these professions
significant in the society?
The big-group sharing through the “picture perfect”
activity makes the learners value different professions
or occupations. It creates a learner-centered
atmosphere by sharing with the learners the
responsibility of providing information, insights, and
experiences inside the classroom.
This also led to the attainment of the lesson’s
performance standard: Ang mag-aaral ay
nakapagpapahayag ng pagpapahalaga sa pagsulong
ng mabuting paglilingkod ng mga namumuno sa
komunidad tungo sa pagtugon sa pangangailangan ng
mga kasapi ng sariling komunidad.
Teaching Strategies
Responsive To
Religious
Background
Teacher Yen, a Grade 7 Edukasyon sa
Pagpapakatao teacher asked her
learners to solicit authentic responses
from newlywed couples in a lesson on
adolescent developmental tasks,
EsP7PS-Ib-1.3 Naipaliliwanag na ang
paglinang ng mga angkop na
inaasahang kakayahan at kilos
(developmental tasks) sa panahon ng
pagdadalaga / pagbibinata ay
nakatutulong sa... paghahanda sa pag-
aasawa / pagpapamilya...
 Finding Practical
Applications of
Concepts and Skills In
Daily Living
1. Look for at least two newlywed couples
from different religious affiliations or
denominations.
2. Have a short interview with them on how
they prepared for their marriage and family
life. Also ask them some possible problems
that they may encounter in their married life
and their proposed solutions when challenges
in their relationship occur. You may use the
following guide questions:
a. What are your preparations
before marriage?
b. How does your religious
orientation help you plan for
married life?
c. What religious
beliefs/principles/practices will
you use to guide your family life?
3. Synthesize the consolidated responses
from the interview in a creative chant,
jingle or palit-awit (song remake).
4. Be ready to present your creative
output to the class.
 HOW TO DO IT?
a. Incorporating content about religion into
the curriculum;
b. Studying holidays and displaying
religious/seasonal symbols;
c. Using children’s literature;
d. Employing technology-based resources;
e. Inviting guest speakers who represent a
range of religious groups;
f. Involving families by collaborating and
communicating with them;
g. Addressing issues that may affect
school performance;
h. Dealing with insensitive and intolerant
acts; and
i. Engaging in variety of professional
development activities.
Teaching Strategy
Responsive To
Learners Diverse
Backgrounds
• In her Grade 11 Oral Communication class,
Teacher Ysa tries to integrate her learners’
diverse backgrounds by contextualizing some
teaching-learning procedures.
• The teacher uses prior knowledge activation
strategy by asking the learners to create
dialogue for the given pictures.
• Hence, this is a timely opportunity for the learners
to express themselves in the language familiar to
them. Thus, a good venue for the teacher to identify
learners’ background based on how they interpret
the pictures.
• Another way to integrate learners’ background is
role playing and scenery analysis-based teaching.
• In the given tasks, the teacher specifies the
situations that allow learners to express themselves.
The learners’ individuality and their local practices
are used to illustrate the focus topic or concept.
 On the other hand, Teacher Sabel gives
the same lesson but uses a different style
of integration. Instead of providing
opportunities for learners to integrate
their background to the current lesson,
she uses one specific material to connect
the entire lesson with.
Fact level. The teacher asks the learners to
describe a familiar local practice.
Concept Level. The learners are asked to
identify scenes from the material (the facts)
and organize them according to the concept
being discussed.
Value Level. The learners consolidate their
concepts, relate them to real-life and create
meaning from the tasks.
 How to do it?
You may apply integrated teaching strategies through any of
the following ways:
• Provide learning opportunities where the learner can
incorporate their individual identities or background
(linguistic, cultural, socio-economic, or religious), as in
the form of learning tasks, activities or teaching
procedures.
• Use any of the learners’ background (linguistic, cultural,
socio-economic, or religious) as part of the lesson and
have it integrated using the three-level strategy:
a. fact level for specific information or basic
skills;
b. concept level for exploring the facts and
making generalization; and
c. value level for establishing connection
between the lesson and the learners’ lives.
Grab incidental teaching opportunities to
incorporate any of your learners’
background in the subject matter.
Reference:
Thank
you!
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