7. Identify whether it is a student-centered or teacher-centered practice:

“Letting students choose the project’s product”

8. Identify whether it is a student-centered or teacher-centered practice:

“Choosing ‘power standards’ in a staff meeting in the middle of a summer PD with the other 4 teachers from your department or grade level”

9. Identify whether it is a student-centered or teacher-centered practice:

“Allowing students to choose from two novels that are unlike anything they’ve ever seen or experienced in their lives”

10. Identify whether it is a student-centered or teacher-centered practice:

“Worksheets, essays”

11. Identify whether it is a student-centered or teacher-centered practice:

“Giving struggling readers a few extra minutes to read a 17-page short story”

12. Identify whether it is a student-centered or teacher-centered practice:

“Starting class with a standard and target”

13. Identify whether it is a student-centered or teacher-centered practice:

“Framing learning in terms of letter grades and certificates and completion”

14. Identify whether it is a student-centered or teacher-centered practice:

“Giving an on-demand assignment even though you just finished a writing piece or unit”

15. Identify whether it is a student-centered or teacher-centered practice:

“Grading every assignment and recording those grades (which makes everything a student does a matter of their permanent record)”

16. Identify whether it is a student-centered or teacher-centered practice:

“Being clear about how you will promote, measure, and celebrate understanding”

17. Identify whether it is a student-centered or teacher-centered practice:

“Modeling ‘how to think for students”

18. Identify whether it is a student-centered or teacher-centered practice:

“Helping students understand what’s worth understanding”

19. Identify whether it is a student-centered or teacher-centered practice:

“Diversifying what you accept as evidence of understanding”

20. Identify whether it is a student-centered or teacher-centered practice:

“Creating curriculum and instruction around a need to know”

21. Identify whether it is a student-centered or teacher-centered practice:

“Collaborating with students to create the rubric or scoring guide”

22. Identify whether it is a student-centered or teacher-centered practice:

“Letting students choose the project’s purpose”

23. Identify whether it is a student-centered or teacher-centered practice:

“Choosing ‘power standards’ from your curriculum after meeting with both students, parents, and community members that voice their unique societal and cultural needs”

24. Identify whether it is a student-centered or teacher-centered practice:

“Letting students choose their own media form that reflects the purpose of the reading”

25. Identify whether it is a student-centered or teacher-centered practice:

“Choice boards”

26. Identify whether it is a student-centered or teacher-centered practice:

“Placing struggling readers in a lit circle that gives them an authentic role that they can be successful in, allows them to hear oral fluency and reading speed model, and keeps them from feeling ‘broken’”

27. Identify whether it is a student-centered or teacher-centered practice:

“Starting class with a story”

28. Identify whether it is a student-centered or teacher-centered practice:

“Using the on-demand writing prompt as the summative assessment”

29. Identify whether it is a student-centered or teacher-centered practice:

“Framing learning in terms of process and growth and purpose”

30. Identify whether it is a student-centered or teacher-centered practice:

“Choosing what’s graded carefully, and considering other work as a practice”

31. “Mr. Dela Cruz conducted a pre-test for his Third Year major students on the very first day of the semester. The result of the test was his basis in designing his instructional plan.”

32. It is an approach to learning wherein students play their role during the teaching and learning sessions by actively participating in each learning activity, while the lecturer acts as a facilitator.

33. Who said SCL is an approach where students take control of content, activities, materials, and pace of learning?

34. Who said SCL has been defined with a wider context and a comprehensive definition includes active learning, choice of learning, and shift of power in the teacher-student relationship?

35. Who said in SCL setting, a facilitator allocates a specific period of time for students to explore learning issues and solve problems as part of the learning process?

36. Who said teaching is not filling up a pail, it is lighting a fire?

37. Who developed the rubric of the dimension of learner-centered teaching?

38. Dimension of Student-centered that focus on building a large knowledge base, perhaps at the expense of the learners’ ability to use it or to engage in a meaningful way with the content.

39. Dimension of Student-centered that focus on building a large knowledge base, perhaps at the expense of the learners’ ability to use it or to engage in a meaningful way with the content. What approach of learning?

40. Dimension of Student-centered where learners are aware of the reasons for learning the content, develop ways to learn about the content that is appropriate for the discipline, and practice solving real-world problems based on the content.

41. Dimension of Student-centered where learners are aware of the reasons for learning the content, develop ways to learn about the content that is appropriate for the discipline, and practice solving real-world problems based on the content. What approach of learning?

42. Dimension of Student-centered where instructors often focus on delivering content through lectures and demonstrations.

43. Dimension of Student-centered where instructors often focus on delivering content through lectures and demonstrations. What approach of learning?

44. Dimension of Student-centered where the instructor assists the students with accessing and working with the content. There is a shift from instructors allocating time for lecture preparation to time planning ways to help learners achieve learning goals and outcomes for the course.

45. Dimension of Student-centered where the instructor assists the students with accessing and working with the content. There is a shift from instructors allocating time for lecture preparation to time planning ways to help learners achieve learning goals and outcomes for the course. What approach of learning?

46. Dimension of Student-centered where instructors take responsibility for their students’ learning. They define what will be learned, direct how it will be learned, and determine how well it is learned.

47. Dimension of Student-centered where instructors take responsibility for their students’ learning. They define what will be learned, direct how it will be learned, and determine how well it is learned. What approach of learning?

48. Dimension of Student-centered where the instructor assists the learners to develop and practice learning skills that they can carry into their future as lifelong learners. Learners develop the skills to assess their own learning and apply the learning to their lives and interests.

49. Dimension of Student-centered where the instructor assists the learners to develop and practice learning skills that they can carry into their future as lifelong learners. Learners develop the skills to assess their own learning and apply the learning to their lives and interests. What approach of learning?

50. Dimension of Student-centered wherein the assessment is generally summative, providing end-of-course grades.

51. Dimension of Student-centered wherein the assessment is generally summative, providing end-of-course grades. What approach of learning?

52. Dimension of Student-centered wherein along with summative assessment, there are also multiple projects with self-assessment and reflection, feedbacking on students’ understanding of concepts. Assessment continuously provides feedback to learners.

53. Dimension of Student-centered wherein along with summative assessment, there are also multiple projects with self-assessment and reflection, feedbacking on students’ understanding of concepts. Assessment continuously provides feedback to learners. What approach of learning?

54. Dimension of Student-centered where teaching does not remove the authority of the teacher. Rather, learners share some of the authority in the classroom.

55. Who developed the psychological principles of learner-centered teaching?

56. What principle of learner-centered teaching under the cognitive and metacognitive factors states that “Learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience”?

57. What principle of learner-centered teaching under the cognitive and metacognitive factors states that “Successful learners are active, goal-oriented, self-regulating, and assume personal responsibility for contributing to their own learning”?

58. What principle of learner-centered teaching under the cognitive and metacognitive factors states that “Successful learner, over time and with support and instructional guidance, can create a meaningful, coherent representation of knowledge”?

59. What principle of learner-centered teaching under the cognitive and metacognitive factors states that “Successful learners can link new information with existing knowledge in meaningful ways”?

60. What principle of learner-centered teaching under the cognitive and metacognitive factors states that “Successful learners use strategic thinking in their approach to learning, reasoning, problem-solving, and concept learning”?

61. What principle of learner-centered teaching under the cognitive and metacognitive factors states that “Successful learners can reflect on how they think and learn, set reasonable learning or performance goals, select potentially appropriate learning strategies or methods, and monitor their progress towards these goals”?

62. What principle of learner-centered teaching under the cognitive and metacognitive factors states that “Learning is influenced by environmental factors, including culture, technology, and instructional practices”?

63. What principle of learner-centered teaching under the Motivational and Affective factors states that “What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking”?

64. What principle of learner-centered teaching under the Motivational and Affective factors states that “Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners’ intrinsic motivation to learn”?

65. What principle of learner-centered teaching under the Motivational and Affective factors states that “Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion”?

66. What principle of learner-centered teaching under the Developmental and Social factors states that “Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.”?

67. What principle of learner-centered teaching under the Developmental and Social factors states that “Learning is influenced by social interactions, interpersonal relations, and communication with others.”?

68. What principle of learner-centered teaching under the Individual Differences in factors states that “Learners have different strategies, approaches, and capabilities for learning.”?

69. What principle of learner-centered teaching under the Individual Differences in factors states that “Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account”?

70. What principle of learner-centered teaching under the Individual Differences in factors states that “Setting appropriately high and challenging standards and assessing the learner as well as learning progress – including diagnostic, process, and outcome assessment – are integral parts of the learning process.”?

71. Situational Analysis:

“Alma’s dream is to become a journalist, but she always struggles in grammar lessons. However, she’s glad that her English teacher Cruz help her by providing her remedial activities on grammar every day that actually help her improve.”

Identify the BEST corresponding principle/s of learner-centered teaching that is/are manifested in this situation:

72. Situational Analysis:

"Mr. Dela Cruz conducted a pre-test for his Third Year major students on the very first day of the semester. The result of the test was his basis in designing his instructional plan."

Identify the BEST corresponding principle/s of learner-centered teaching that is/are manifested in this situation:

73. Situational Analysis:

"Ms. Paraon instructed her students to come up with a book report and group her class into three. Each group was assigned a different manner of presentation. Group 1 will create a graphic organizer of the story, group 2 will do an oral report, and group 3 will create a diorama illustrating the story."

Identify the BEST corresponding principle/s of learner-centered teaching that is/are manifested in this situation:

74. Who said, “Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be.”

75. What are the factors of the Psychological Principles of Learner-centered Teaching? Write the complete words and if multiple answers, separate them with commas. Use lowercase for all. e.g. psychological principle factors and constructivist factors, learner-centered teaching factors and teacher-centered teaching factors

76. What are the Psychological Principles of Learner-centered Teaching under the Cognitive and Metacognitive factors? Write the complete words and if multiple answers, separate them with commas. Use lowercase for all. e.g. psychological principle factors and constructivist factors, learner-centered teaching factors and teacher-centered teaching factors

77. What are the Psychological Principles of Learner-centered Teaching under the Motivational and Affective factors? Write the complete words and if multiple answers, separate them with commas. Use lowercase for all. e.g. psychological principle factors and constructivist factors, learner-centered teaching factors and teacher-centered teaching factors

78. What are the Psychological Principles of Learner-centered Teaching under the Developmental and Social factors? Write the complete words and if multiple answers, separate them with commas. Use lowercase for all. e.g. psychological principle factors and constructivist factors, learner-centered teaching factors and teacher-centered teaching factors

79. What are the Psychological Principles of Learner-centered Teaching under the Individual Differences factors? Write the complete words and if multiple answers, separate them with commas. Use lowercase for all. e.g. psychological principle factors and constructivist factors, learner-centered teaching factors and teacher-centered teaching factors

80. Identify whether it is a student-centered or teacher-centered practice:

“Helping students continuously practice and revise how they perform on one assessment form”