z

MEL P.
CALIBARA
z

MEL P.
CALIBARA
It can zbe a great challenge for teachers to
try to understand the learners’ differences
consistently. However, embracing their
diversity can create unity in making
meaningful, authentic, and
interdependent learning experiences
together. This is the essence of learner-
centered culture – being knowledgeable in
meeting the learners where they are and
utilizing appropriate teaching practices
responsive to their diverse backgrounds
 Key
z

Concepts CULTURE. This

LEARNER-CENTERED
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
experience.
 Key
z

TEACHING STRATEGIES. This refers to

Concepts
pedagogical methods carried out through
learning activities and materials that are
designed based on learners’ needs and
learning goals.
LINGUISTIC BACKGROUND. This
refers to the language and
communication system understood,
used and valued by the learners at
home and prior to formal schooling.
 Key
z

Concepts
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.
RELIGIOUS BACKGROUND. This
refers to the learner’s orientation,
beliefs, feelings and practices that
defines his/her religion.
 Key
z

Concepts BACKGROUND.
SOCIO-ECONOMIC
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.
KNOWLEDG
SKILLS ATTITUDES
zE

As a As a As a
Proficient Proficient Proficient
Teacher, Teacher, Teacher,
I know… I do… I feel…
z
 Teacher Josh prepared
z
the personalized 5x5
square grid card.
Written in each box is
a description or
characteristic of his
learners. He used his
learners’ previous
records as a basis for
developing the
statements in the
game card.
 What background information did
1 Teacher
z Josh attempt to solicit from his
new learners?

2 How does the activity help him know his

learners better?
3 Is it a learner-centered activity? Why?

4 If you were to use the information that

Teacher Josh?

5 How could it be a more fitting proof to

Using the CRELS activity, Teacher Josh
z
shows a good attempt to make a survey of
his learners’ linguistic, cultural, socio-
economic and religious background. It is a
fun and engaging activity that also gives
him the opportunity to observe his
learners’ attitude towards the diverse
background of their classmates. Generally,
it is a learner-centered activity as it puts
the learners and their individual
characteristics at the center of the
instructional process.
The information
z
that can be taken
from this activity is also an
excellent basis for profiling
learners based on their diverse
backgrounds and for planning the
next teaching strategies that
would allow him to establish
contextualized, authentic and
meaningful, learning experiences
in the classroom.
 z
Suggestions for
Improvement
Here are our suggestions to improve this current
practice:
• Summarize the information gathered from this
activity to get a bigger picture of how diverse
your learners are in terms of linguistic, cultural,
socio-economic and religious backgrounds.
• Consider your learners’ profilein planning and
implementing strategies and activities in your
class.
• Aside from getting-to-know activities, it is
o Capitalize
z
on your learners’ background without
compromising individual orientation.
o Foster collaborative learning in your classes.
o Provide multiple and diverse examples in your
lectures or discussions.
o Establish personal connections with your learners.
o Use differentiated instruction.
o Show respect in communicating with learners.
o Look for culturally relevant resources in teaching the
content.
o Use the community and your learners’ prior
experiences in terms of language use, cultural
expression, socio-economic status and religious
orientations as additional source of learning.
 Some
z
Significant Points About
Learner-centered Pedagogy
The 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
• Structure
z 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
differences in the classroom when
appropriate.
• Model inclusive language.
• Usez multiple and diverse examples.
• Personally connect with learners.
• Provide alternative means for
participation.
• Respectfully communicate with
learners.
• Address offensive, discriminatory and
insensitive comments.
• Perform a self-assessment or take
teaching inventories
Being responsive to learners’
z
diverse identity also calls for
inclusive teaching strategies that
will ensure a higher level of
engagement and a wider scope of
accessibility in the learning process.
In doing so, you may also consider
the following recommendations
(Yale Center for Teaching and
Learning, 2018):
 Offer support by extending
commitment
z
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
Value learners’ differences and
make them feel comfortable in the
z

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
 Understanding Learners’ Profile
z
1.1 Accomplishing the School
Register
In the beginning of school year, Teacher
ILLUSTRATION OF

Shiela, like all other class advisers in her

PRACTICE NO. 1

school, completed the School Register,

more commonly known as School Form
1(SF1). It is a DepEd official document
that records basic data about the
learners. Completing the school register
familiarizes her with her new learners’
identity.
 Understanding Learners’ Profile
1.1 Accomplishing the School
z

Register
ILLUSTRATION OF
PRACTICE NO. 1
 Understanding Learners’ Profile
1.1 Accomplishing the School
z

Register
ILLUSTRATION OF
PRACTICE NO. 1
 Understanding Learners’ Profile
z1.2.
Conducting survey with learners and
parents
Using this document, Teacher May
conducted a survey with her learners and
ILLUSTRATION OF

their parents. Since parents come at

PRACTICE NO. 1

different time of the school year, the

survey was made in any of the following
instances: during enrolment, Parent-
Teacher Association (PTA) conferences,
honors’ assembly, when parents are
specially called to school to report their
children’s achievement and/or other
 Understanding Learners’ Profile
z1.2.
Conducting survey with learners and
parents
ILLUSTRATION OF
PRACTICE NO. 1
 Understanding Learners’ Profile
z1.2.
Conducting survey with learners and
parents
ILLUSTRATION OF
PRACTICE NO. 1
 Understanding Learners’ Profile
1.3 Using Class Bulletin
z

Board
Teacher Alex reserves a bulletin board to feature
a learner every week in his classroom. Each
ILLUSTRATION OF

learner is assigned a particular week in the

PRACTICE NO. 1

school year where his/her identity will be

showcased.
The succeeding example is just one of the many
illustrations of this featured practice. Grade 7
learner, Ria, personalized the bulletin board. In
her personal masterpiece, she included her
profile picture, full name, nick name, grade and
section, and other items that give her identity.
 Understanding Learners’ Profile
1.3 Using Class Bulletin
z

Board
ILLUSTRATION OF
PRACTICE NO. 1
 Understanding Learners’ Profile
1.4 Consolidating Class Profile
z

Profiling learners in terms of their

background can happen in many different
ILLUSTRATION OF

ways. It may be formal or informal. It may

PRACTICE NO. 1

be planned or unplanned. Knowing our

learners doesn’t happen in a day.
Recognizing their identity is a continuous
process from the first day of classes when
we got to know their names and continues
even after we send them off to their next
grade level or key stage
 Understanding Learners’ Profile
1.4 Consolidating Class Profile
z
ILLUSTRATION OF
PRACTICE NO. 1
 In doing
z so, you may consider the
following:
• Complete the school register in the
ILLUSTRATION OF

beginning of school year or semester.

PRACTICE NO. 1

• Conduct a survey with learners and

parents using teacher-made instruments
to solicit target responses on learners’
background.
• Feature your learners in the classroom
by assigning them a week or a couple of
days to share their characteristics,
 • Consolidate
z
data from school forms, survey
questionnaires, anecdotal records,
observation guides, interview transcripts and
ILLUSTRATION OF

the like to get a better picture of the

PRACTICE NO. 1

similarities and differences among your

learners.
• Determine how you can create meaningful
learning experience in your classes by talking
to your learners, observing them, examining
their previous school records, involving them
in extra and co-curricular activities, and
facilitating meaningful games.
Teaching strategy responsive to

PRACTICE NO. 2
ILLUSTRATION OF
z
learners’ linguistic background
In her Grade 3 class, Teacher Len
examined the learners’ profile,
including their level of knowledge
about distinct local vocabularies.
She also considered their length
of residency in the municipality,
which might affect the learners’
Teaching strategy responsive to

PRACTICE NO. 2
ILLUSTRATION OF
z
learners’ linguistic background
 Teaching strategy responsive to

PRACTICE NO. 2
ILLUSTRATION OF
z
learners’ linguistic background
1.Determine your learners’ linguistic
background.
2.Involve your learners in discourses,
HOW TO

sharing or brainstorming activities

on topics that are relatable to them.
DO IT

3.Promote cooperative learning

strategies in giving authentic and
purposeful activities.
 Teaching strategy responsive to

PRACTICE NO. 2
ILLUSTRATION OF
z
learners’ linguistic background
4. Maximize learners’ “talking
time” in the class.
5. Collaborate with the learners’
HOW TO

parents or family, and community

DO IT

to enrich learning activities.

6. Adjust teaching strategies to
meet your learners’ background.
 Teaching strategies responsive to cultural
background
z
Teacher Jane, a Grade 7 English
Teacher just finished a short story
ILLUSTRATION OF

that is set in a culture-rich province.

PRACTICE NO. 3

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).
 Teaching strategies responsive to cultural
background
z
ILLUSTRATION OF
PRACTICE NO. 3
 Teaching strategy responsive to cultural background

PRACTICE NO. 3
ILLUSTRATION OF
The following
z steps suggested by Guido (2017)
can be taken to successfully carry out culturally
responsive pedagogies:
• Establish inclusion by highlighting
how the topic relates to the learners. •
Develop positive attitudes by
HOW TO

allowing the learners to choose

DO IT

between activities and assessments

that let them showcase their values,
strengths and experiences.
 Teaching strategy responsive to

PRACTICE NO. 3
ILLUSTRATION OF
z
learners’ cultural background
• Enhance meaning by drawing
connections with real-world issues,
asking learners to use opinions
HOW TO

and existing knowledge to address

them.
DO IT

• Foster confidence by offering

different assessment modalities to
demonstrate skills and
 Teaching strategies responsive to socio-
economic
z background
Teacher Zi uses guided interaction
strategy in teaching Grade 4 Araling
ILLUSTRATION OF
PRACTICE NO. 4

Panlipunan: Naiuugnay ang epekto ng

pagkakaroon ng hanapbuhay sa
pagtugon ng pangangailangan ng
komunidad at ng sariling pamilya
(AP2PSKIIId-4). To engage the
learners, she uses “Picture Perfect
Activity”.
 Teaching strategies responsive to socio-
economic
z background
ILLUSTRATION OF
PRACTICE NO. 4
Teaching strategy responsive to learners’ religious

PRACTICE NO. 5
ILLUSTRATION OF
background
Teacher Yen, a Grade 7 Edukasyon sa
z

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...
Teaching strategy responsive to learners’ religious

PRACTICE NO. 5
ILLUSTRATION OF
background
z
 Teaching strategy responsive to learners’ religious

PRACTICE NO. 5
ILLUSTRATION OF
background
Suggested strategies and
z

resources that foster religious

diversity (Whittaker, Salend &
Elhoweris, 2016):
HOW TO

a. Incorporating content about

religion into the curriculum;
DO IT

b. Studying holidays and

displaying religious/seasonal
symbols;
 Teaching strategy responsive to learners’ religious

PRACTICE NO. 5
ILLUSTRATION OF
background
d. Employing technology-based resources;
z

e. Inviting guest speakers who represent a

range of religious groups;
f. Involving families by collaborating and
communicating with them;
HOW TO

g. Addressing issues that may affect

school performance;
DO IT

h. Dealing with insensitive and intolerant

acts; and
i. Engaging in variety of professional
development activities.
 Teaching strategies responsive to
learners’
z
diverse backgrounds
In her Grade 11 Oral
Communication
ILLUSTRATION OF
PRACTICE NO. 6

class, Teacher Ysa

tries to integrate her
learners’ diverse
backgrounds by
contextualizing some
teaching-learning
procedures.
 Teaching strategies responsive to
learners’
z
diverse backgrounds
ILLUSTRATION OF
PRACTICE NO. 6
 Teaching strategies responsive to
learners’
z
diverse backgrounds
ILLUSTRATION OF
PRACTICE NO. 6
 Teaching strategies responsive to learners’ diverse

PRACTICE NO. 6
ILLUSTRATION OF
backgrounds
z

Provide learning opportunities

1 where the learner can incorporate
their individual identities or
background (linguistic, cultural,
HOW TO

socio-economic, or religious), as in
DO IT

the form of learning tasks,

activities or teaching procedures.
matter.
 Teaching strategies responsive to learners’ diverse

PRACTICE NO. 6
ILLUSTRATION OF
backgrounds
z

Use any of the learners’ background

2 (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
HOW TO

basic skills;
DO IT

b. concept level for exploring the facts and

making generalization; and
c. value level for establishing connection
between the lesson and the learners’ lives.
 Teaching strategies responsive to learners’ diverse

PRACTICE NO. 6
ILLUSTRATION OF
backgrounds
z

3 Grab incidental
teaching opportunities
to incorporate any of
HOW TO

your learners’
DO IT

background in the
subject matter.
“To take children
z

seriously is to value
them for who they
are right now rather
than adults-in-the-
Thank You
z

MEL P.
CALIBARA