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    Objective 13

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    Marilou Bilangel
    In the first quarter, the teacher implemented a learner-centered teaching philosophy with strategies like collaborative work and project-based assessments. This engaged students and fostered ownership of learning. In the second quarter, the teacher nurtured student agency and empowerment by giving choices, goals, and incorporating interests, which boosted engagement and confidence. In the third quarter, the teacher embraced differentiation and individualized learning to meet diverse needs through flexible grouping and personalized instruction. In the fourth quarter, the teacher fostered critical thinking and collaboration through cooperative activities, discussions, and problem-solving, transforming students' abilities to think critically and work as a team. Overall, the learner-centered approach had a positive impact on student engagement, empowerment, and growth

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    Objective 13

    Uploaded by

    Marilou Bilangel
    501 views4 pages
    In the first quarter, the teacher implemented a learner-centered teaching philosophy with strategies like collaborative work and project-based assessments. This engaged students and fostered ownership of learning. In the second quarter, the teacher nurtured student agency and empowerment by giving choices, goals, and incorporating interests, which boosted engagement and confidence. In the third quarter, the teacher embraced differentiation and individualized learning to meet diverse needs through flexible grouping and personalized instruction. In the fourth quarter, the teacher fostered critical thinking and collaboration through cooperative activities, discussions, and problem-solving, transforming students' abilities to think critically and work as a team. Overall, the learner-centered approach had a positive impact on student engagement, empowerment, and growth

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    OBJECTIVE-13

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    In the first quarter, the teacher implemented a learner-centered teaching philosophy with strategies like collaborative work and project-based assessments. This engaged students and fostered ownership of learning. In the second quarter, the teacher nurtured student agency and empowerment by giving choices, goals, and incorporating interests, which boosted engagement and confidence. In the third quarter, the teacher embraced differentiation and individualized learning to meet diverse needs through flexible grouping and personalized instruction. In the fourth quarter, the teacher fostered critical thinking and collaboration through cooperative activities, discussions, and problem-solving, transforming students' abilities to think critically and work as a team. Overall, the learner-centered approach had a positive impact on student engagement, empowerment, and growth

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    501 views4 pages

    Objective 13

    Uploaded by

    Marilou Bilangel
    In the first quarter, the teacher implemented a learner-centered teaching philosophy with strategies like collaborative work and project-based assessments. This engaged students and fostered ownership of learning. In the second quarter, the teacher nurtured student agency and empowerment by giving choices, goals, and incorporating interests, which boosted engagement and confidence. In the third quarter, the teacher embraced differentiation and individualized learning to meet diverse needs through flexible grouping and personalized instruction. In the fourth quarter, the teacher fostered critical thinking and collaboration through cooperative activities, discussions, and problem-solving, transforming students' abilities to think critically and work as a team. Overall, the learner-centered approach had a positive impact on student engagement, empowerment, and growth

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    OBJECTIVE 13: Applied a personal philosophy of teaching that is learner-centered. (PPST 7.1.

    2)

    Reflection Entry 1: Applying a Learner-Centered Teaching Philosophy

    FIRST QUARTER

    In the first quarter grading period, I embarked on the journey of implementing a learner-centered
    teaching philosophy in my lesson plans. This approach transformed my classroom dynamics and
    fostered a student-centric learning environment. By considering the diverse needs and interests of my
    students, I was able to design lessons that were engaging and meaningful.

    I incorporated various strategies such as collaborative group work, inquiry-based activities, and project-
    based assessments. These approaches not only captured the attention of my students but also
    encouraged them to take ownership of their learning. Witnessing their active participation and
    enthusiasm, I felt a renewed sense of fulfillment as an educator.
    Reflection Entry 2: Nurturing Student Agency and Empowerment

    SECOND QUARTER

    Throughout the second quarter grading period, I consistently focused on nurturing student agency and
    empowerment in my classroom. I firmly believe that when students are given the opportunity to make
    choices and have a say in their education, their motivation and learning outcomes improve significantly.

    To achieve this, I provided students with options for assignments, encouraged them to set personal
    learning goals, and incorporated their interests into the curriculum. It was inspiring to observe how this
    approach not only increased their engagement but also boosted their confidence and independence. By
    valuing their perspectives and empowering them as active participants, I witnessed remarkable growth
    in their learning journey.
    Reflection Entry 3: Embracing Differentiation and Individualized Learning

    THIRD QUARTER

    During the third quarter grading period, I embraced the power of differentiation and individualized
    learning in my classroom. Recognizing that every student possesses unique strengths and areas for
    growth, I tailored my lesson plans to meet their specific needs.

    I incorporated flexible grouping strategies, provided varied resources and materials, and offered choices
    in assessments. This approach allowed me to accommodate diverse learning styles, ensuring that each
    student had the opportunity to learn and succeed at their own pace. Witnessing the progress and
    increased self-confidence among my students validated the importance of personalized instruction and
    reaffirmed my commitment to a learner-centered teaching philosophy.
    Reflection Entry 4: Fostering a Culture of Collaboration and Critical Thinking

    FOURTH QUARTER

    As the fourth quarter grading period comes to a close, I am overwhelmed with pride and satisfaction as I
    reflect on the collaborative and critical thinking skills fostered within my classroom. Throughout this
    period, I prioritized creating a culture where students felt comfortable expressing their ideas,
    challenging assumptions, and engaging in meaningful dialogue.

    By incorporating cooperative learning activities, encouraging open-ended discussions, and promoting


    problem-solving tasks, I witnessed a transformative shift in my students' abilities to think critically and
    work effectively as a team. Witnessing their growth not only in academic performance but also in their
    communication and interpersonal skills has reinforced my belief in the power of a learner-centered
    teaching philosophy.

    Overall, these four quarter grading periods have solidified my commitment to a learner-centered
    approach. The positive impact on my students' engagement, empowerment, and overall growth has
    been truly rewarding, and I am excited to continue refining and expanding my use of learner-centered
    strategies in the future.

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