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HOLY CROSS COLLEGE OF CALINAN, INC.

Davao-Bukidnon National Highway, Calinan, Davao City

AY 2022-2023

A COURSEPACK IN EDUC 101: CHILD AND

ADOLESCENT LEARNERS

YONILYN A. LOYLOY, PhD

Instructor
e-mail Address: [email protected]
Mobile No.: 09461677960
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SCHEDULE OF SUBMISSION OF ACTIVITIES

Unit Topic Page/s Date of Submission

Unit 1 A Learner in Focus 19 TBA

Unit 2 Basic Concepts and Issues 47 TBA
on Human Development
Unit 3 Developmental Theories 81 TBA
and Other Relevant
Theories
Unit 4 Development of the 129 TBA
Learners at Various Stages
Unit 5 Lesson Planning 156 TBA

HOLY CROSS COLLEGE OF CALINAN, INC. VISION AND MISSION

VISION
We, a family of evangelizers, inspired by Marie Rivier and her virtues, envision
ourselves as dynamic catalysts who are Christ-centered, Marian in spirituality,
professionally proficient in the context of global standards of excellence, socially
responsive and dedicated to selflessly serve God, the Church and the broader society.

MISSION:
We are a pioneering Catholic educational institution administered by the
Presentation of Mary Sisters:

1. We provide excellent quality formation, education, training and development to

the youth and other sectors to develop competence and character and lifelong
learning skills.
2. We develop mature Christians imbued with Marie Rivier’s virtues of faith, prayer,
compassion, love and zeal to bear witness to Christ in their daily living.
3. We adhere to state-of-the-art pedagogy and relevant technology to enable our
stakeholders meet global standards of excellence.

Individually and collaboratively, we commit to achieve these.

COURSE OUTLINE

Number of Hours Content

6 A Learner in Focus
10 Basic Concepts and Issues on Human Development
10 Developmental Theories and Other Relevant
Theories
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12 Development of the Learners at Various Stages

12 Lesson Planning
Total Number of Hours: 54

Table of Contents

Unit 1. A Learner in Focus 1

Lesson 1.2. Learner-Centered Introduction 1
Lesson 1.2. Learner-Centered Teaching 6
Lesson 1.3. Learner-Centered Psychological Principles 10

Unit 2. Basic Concepts and Issues on Human Development 20

Lesson 2.1. Human Development: Meaning, Concept and Approach 20
Lesson 2.2. Six Developmental Stages by Havighurt 23
Lesson 2.3. Eight Developmental Stages by Santrock 27
Lesson 2.4. Issues on Human Development 31
Lesson 2.5. Research in Child and Adolescent Development 36
Lesson 2.6. Research Designs 41

Unit 3. Developmental Theories and Other Relevant Theories 48

Lesson 3.1: Freud’s Psychoanalytical Theory 48
Lesson 3.2. Piaget’s Cognitive Stages 53
Lesson 3.3. Erik Erikson: Psychosocial Development 57
Lesson 3.4. Kohlberg’s Stages of Moral Development 65
Lesson 3.5. Vygotsky’s Socio-Cultural Theory 72
Lesson 3.6. Bronfenbrenner’s Ecological Theory 77

Unit 4. Development of the Learners at Various Stages 82

Lesson 4.1. Pre-Natal Period 82
Lesson 4.2. Infancy and Toddlerhood 86
Lesson 4.3. Early Childhood (The Preschooler) 94
Lesson 4.4. Middle Childhood 108
Lesson 4.5. Late Childhood 115
Lesson 4.6 Adolescence 120

Unit 5. Lesson Planning 130

Lesson 5.1. Writing Objectives 130
Lesson 5.2. Cognitive Domain 136
Lesson 5.3. Cognitive Domain: Bloom’s Questions 140
Lesson 5.4. Affective Domain 146
Lesson 5.5 Psychomotor Domain 150
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UNIT Suggested time allotment: 6 hours

1 A LEARNER IN FOCUS

TARGET GOAL:
 Summarize research studies focusing on issues involving the young learners.

DESIRED VALUE/S: Cooperation, Openness

LESSON 1.1. LEARNER-CENTERED: INTRODUCTION

I. LEARNING OUTCOMES:
• Explain learner-centeredness as philosophy. (U)
• Cite experiences of learner-centered approach. (AP)
• Cite situations that show factors that constitute good teaching. (AP)
• Prove that learner-centered approach was used by the teachers in the
given case. (EV)
• Evaluate the effectiveness of teacher-centeredness to topics unfamiliar to
students. (EV)

II. INPUT

What is Learner-Centered Teaching?

• Teacher-led pedagogy - ‘lecturing, note-taking, and memorizing information for

later reproduction’
• Learner-centered approach shifts the focus of activity from the teacher to the
learners
 Emphasizes what the learners do as against what the teacher does
• Based on constructivist theories
 Learners are not passive recipients of information; they construct and
reconstruct knowledge in order to learn (Amrita E-learning Research Lab.,
n.d.)

Characteristics of Learner-Centered Teaching

According to Weimer (2012), there are five characteristics of learner-centered
teaching:
1. Learner-centered teaching engages students in the hard, messy work of learning.
2. Learner-centered teaching includes explicit skill instruction.
3. Learner-centered teaching encourages students to reflect on what they are
learning and how they are learning it.
4. Learner-centered teaching motivates students by giving them some control over
learning processes.
5. Learner-centered teaching encourages collaboration.
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Evidence Based Characteristics of Learner-Centered Teachers

 acknowledge and attend to each student’s uniqueness
 understand learning and motivation to learn
 create a positive climate that feels safe and secure
 assume that all students want to learn and succeed
 are knowledgeable of subject matter
 provide choice and personal responsibility for learning
 have confidence in their ability to teach and reach different students
 provide high quality explanations while encouraging students to think critically
and independently
 provide opportunities for active learning and student engagement in learning
 see themselves as co-learners and partners with students in sharing
responsibility for learning (McCombs, n.d.).

The Teacher’s Role

The following are the roles of the teachers in the learner-centered teaching:

• Learner-centered teachers guide and facilitate:

• Like a conductor for the orchestra
• Like a coach for a team
• Like a gardener who prepares the land and lets the plant to grow.
• Learner-centered teachers connect students and resources:
• Design activities and assignments that engage learners
• Helping learners to learn how to solve problems
• Helping learners to develop their own understanding of the concepts
• A student cannot be forced to learn, and a teacher cannot learn anything for a
student
• Guiding learners (McCombs, n.d.)

PRACTICE EXERCISE:
1. Give one situation that shows the application of learner-centered teaching
approach in a classroom. Limit your answer in 3-5 sentences only.
2. Defend the importance of applying learner-centered teaching approach in the
classroom. Limit your answer in 3-5 sentences only.

Rating: Rubric # 1

PRINCIPLES ON LEARNER-CENTERED TEACHING

According to McCombs (n.d.), the following are the principles on learner-centered
teaching.

1. Teachers do learning tasks less

o Teachers must stop always doing the learning tasks:
- Generating examples
- Asking questions
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- Answering question
- Summarizing the discussion
- Solving problems
- Creating diagrams
2. Teachers do less telling; students do more discovering – teachers tell students
Everything, such as:
- We do a demonstration
- We tell them what we are going to do; what we have done; what
happened.
- We tell them how to study; do the reading; what part is important;
come to the class.
3. Teachers do more design work:
Design learner-centered environments that are important and challenging
- Take students with current knowledge/skill
- Move them to new level of competence
4. Faculty do more modeling
The learner needs to see example – modeling may be easier for some topics
5. Faculty do more to get students learning from and with each other
o Potential value for students working together
- Study group
- Group project
- Debate group
6. Faculty work to create a climate for learning
7. Faculty do more with feedback

STUDENT MOTIVATIONAL OUTCOMES LIKELY WITH LEARNER-CENTERED

PRACTICES
Further, McCombs (n.d.), presents positive outcomes linked with learner-
centered practices.
• Take responsibility for their own learning
• Engage in learning for understanding vs. grades
• Achieve high academic and personal standards
• Engage in independent learning activities
• Seek further information about topics of interest
• Persist in the face of learning challenges
• Continue to refine their skills in chosen areas
• Go beyond minimal assignments
• High levels of classroom achievement on indicator, such as grades and test
scores
• High levels of classroom and school attendance, retention, and engagement
• High levels of lifelong learning skills
• High levels of social and emotional skills
• Low levels of disruptive classroom behaviors
Why do we need Learner-Centered Teaching?
Research shows that learner-centered methods lead to:
 Increased student engagement with the content
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 Deep learning
 Long term retention
 Acquisition of critical thinking or creative problem-solving skills
 Positive attitude toward the subject being taught
 Confidence in knowledge or skills (Amrita E-learning Research Lab., n.d.).

Read more about this topic at https://facultyinnovate.utexas.edu/sites/default/files/build-

rubric.pdf

PRACTICE EXERCISE:
A. Questions

Answer the following questions in 3-5 sentences. (Rating: Rubric # 1)

1. Based on your experience in the basic education, can you say that teachers are
employing learner-centeredness? Prove your answer.

2. If the content is unfamiliar to the students, do you think the appropriate approach
is teacher-centered? Why?

3. Cite one experience wherein you can prove that you gain positive outcome/s
from the learner-centered approach.

4. Cite one situation that shows two factors that constitute good teaching.

B. Questions

Read the given situations. Then, answer the question that follows.
1. Teacher A is assigned in a far-flung area. She is asked to teach English in a
multi-grade classroom, with Grades 1-3 pupils in one room. Since they are only
two in that school, Teacher A, decided to just let the pupils copy everything she
writes in the board and her reason, she wanted to develop their writing skills.
One school year has gone by and her Grades 1-3 pupils still cannot read. Does
Teacher A use learner-centered approach? Elaborate your answer.

2. There is only one book in the library on Child and Adolescent Learners. Teacher
X has the book and majority of the students do not have access of the internet.
So Teacher X decided to use lecture method. Is this method effective considering
that the topic is unfamiliar to the students? Why?

LESSON 1.2. LEARNER-CENTERED TEACHING

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I. LEARNING OUTCOMES
• Enumerate learner centered methods. (R)
• Explain the given diagram of learner-centered teaching. (U)
• Design learning activities, based on a selected competency, using the learner-
centered approach. (C)

II. INPUT

Below is the diagram that shows the process in conducting the learner-centered
teaching which starts with a lecture and ends with reflective thinking.

LEARNER-CENTERED
-
TEACHING In the learner-center teaching the teacher
start with a lecture of the important
information about the topic. Demonstration
then follows. After which, the teacher will be
opened for the queries and clarifications of
students. Then, students will be able to
apply their learning but with the guidance of
the teacher. There will be a guided practice
that will be done by groups then guided
individual practice. If the students are ready,
they will apply their learning in an
environment similar to the actual scenario.
After this, they will have time to reflect on
their learning experience.

METHODS OF LEARNER-CENTERED APPROACH

• Learner-centered teaching does not employ a single teaching method but rather
it emphasizes a variety of methods that shift the role of the instructors from givers
of information to facilitators of student learning (McCombs, n.d.).

SOME LEARNER-CENTERED METHODS

Active learning
 Students solve problems, answer questions, formulate questions of their
own, discuss, explain, debate, or brainstorm during class
Inductive teaching and learning
 Students are first presented with challenges (questions or problems) and
learn the course material in the context of addressing the challenges.
 Inductive teaching methods include inquiry-based learning, case-based
instruction, problem-based learning, project-based learning, discovery
learning, and just-in-time teaching. 

Read more about the inductive teaching methods at

https://www.pfw.edu/offices/celt/pdfs/Inductive(JCST).pdf
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Cooperative learning

 Students work in teams on problems and projects under conditions that

assure both positive interdependence and individual accountability.
 Below are the examples of strategies that promote cooperative learning
(Cooperative learning strategies, n.d.).

Think-Pair-Share
o The teacher will present a picture or a problem.
o Each student should think of the possible explanation or answer to the
given picture or problem.
o Then, each will find a partner and they will share their answer.

Eight Square
o Each group will get a paper and fold it to make 8 squares. Each member
of the group should write one answer in the square.

Envoy
o The group will discuss a problem. Then, they will choose an envoy. The
envoy will go to one group to the other to share to them what they have
discussed within his/her group. When the envoy is done, he will return to
his group. His co-members will discuss to him what they learned from
the other envoy.

Jigsaw
o The cooperative learning strategy known as the "jigsaw" technique helps
students create their own learning. Teachers arrange students in groups.
Each group member is assigned a different piece of information. Group
members then join with members of other groups assigned with the same
piece of information, and research and/or share ideas about the
information. Eventually, students return to their original groups to try to
"piece together" a clear picture of the topic at hand.

Four Corners
o Choose four aspects of a topic that your class is currently focusing on:
 Assign each of these aspects to a corner (or an area) of your room.
 Present the topic and the four related aspects to the whole group
and give the students some “think time.”
 Students can then choose a corner to discuss the topic.
 Representatives from each corner can share what their respective
groups discussed.

Agreement Circles
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o The students will form a circle. The teacher will give a statement. Those
who agreed with the statement should step inside the circle and they will
tell their reasons for agreeing.

Devil’s Advocate
o The devil's advocacy decision-making technique is where the group is
allowed to become the critic in the proposed decision. This technique
helps prevent groupthink and increases the chance of a high-quality
decision.

Inside-outside circle
o Split the Class: Decide which half of the students will form the inside circle
and which half will form the outside circle.
o Question: Put a question or statement on the board.  Give students at
least ten seconds to think of an answer on their own.
o Share: Ask students in the inside circle to share their response with the
classmate facing them in the outside circle. When they have done this,
ask them to say "pass,” at which point their partners in the outside circle
will share their responses.
o Rotate: On your signal, have the outside circle move one step to the left or
right and discuss the same question with the new partner. Option: post a
new question or give the new partners a different discussion point.

Gallery Walk
o During a gallery walk, students explore multiple texts or images that are
placed around the room. You can use this strategy when you want to have
students share their work with peers, examine multiple historical
documents, or respond to a collection of quotations.

Numbered Heads Together

o Numbered Heads Together is a cooperative learning strategy that holds
each student accountable for learning the material. Students are placed in
groups and each person is given a number (from one to the maximum
number in each group). The teacher poses a question and students "put
their heads together" to figure out the answer. The teacher calls a specific
number to respond as spokesperson for the group. By having students
work together in a group, this strategy ensures that each member knows
the answer to problems or questions asked by the teacher. Because no
one knows which number will be called, all team members must be
prepared.

In designing learning activities, it is important to consider the competency or

standard set by the Department of Education and the age level of the learners. This is to
ensure that the activities are suited to the capacity of the learners. It should not be too
far below or above to what the learners can do. Then, the teacher can identify the topic
of the lesson based on the given competency. After which, the teacher can make
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his/her objectives which can be achieved in a specific time. Lastly, the teacher can
design learning activities based on the competency/objectives and learners’ age group.
(Note: This topic will be further discussed in the lesson planning.)

Example of a learner-centered activity suited to the child learner.

Competency: Analyze figures of speech in a given text.
Topic: Figure of Speech: Simile and Metaphor
Grade: 5

Objectives:
At the end of the period, students will be able to:
a. identify a simile from a metaphor;
b. use figurative language (simile and metaphor) to describe objects, people and
events; and
c. analyze the meaning of simile and metaphor in the given text.

Name of the Activity: Four- Corners

Instructions of the Activity:

Posted in the four corners of the classroom are lifted parts of the text being
discussed. Students will be grouped and each group is assigned to one of the corners.
In their respective corner, the group will do the following:
a. enumerate the figures of speech found in the text
b. identify whether it is simile or metaphor
c. analyze the meanings of simile and metaphor based on the given text
d. use the figurative language found in the text to describe things around them.

PRACTICE EXERCISE:
BY GROUP (To be presented during online class)
Select a grade level and competency in your field of specialization. Present a learner-
centered teaching activity suited to a child/adolescent learner. Follow the given outline.
(Rating: Rubric # 2)
Competency: ___________________________________________________________
Topic: ________________________________________________________________
Grade: ________________________________________________________________

Objectives:
At the end of the period, students will be able to:

Name of the Activity:

Instructions of the Activity:

LESSON 1.3. LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

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I. LEARNING OUTCOMES
• Compare and contrast the categories of the psychological principles. (U)
• Discuss how the 14 learner-centered psychological principles be applied in the
teaching-learning process. (AP)
• Critique on how the school/educational institutions adhere/disregard some of the
learner-centered psychological principles. (AN)
• Advocate through printed advertisement for the use of the 14 principles in
teaching-learning process. (C)

II. INPUT
Learner-Centered Principles Work Group of the American Psychological
Association’s Board of Educational Affairs (2017) presented that the 14 psychological
principles pertain to the learner and the learning process. They focus on psychological
factors that are primarily internal to and under the control of the learner but it also
attempts to acknowledge external environment or contextual factors that interact with
these internal factors.

The principles are intended to deal holistically with learners in the context of real-
world learning situations. Thus, they are best understood as an organized set of
principles; no principle should be viewed in isolation.

The 14 principles are intended to be applied to all learners -- from children, to

teachers, to administrators, to parents, and to community members involved in our
educational system.

The 14 principles are divided into those referring to:

• Cognitive and metacognitive

• Motivational and affective
• Developmental and social
• Individual difference factors

COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of Learning Process

The learning of complex subject matter is most effective when it is an intentional

process of constructing meaning from information and experience.

There are different types of learning processes, for example, habit formation in
motor learning; and learning that involves the generation of knowledge, or
cognitive skills and learning strategies.

Learning in schools emphasizes the use of intentional processes that students

can use to construct meaning from information, experiences, and their own
thoughts and beliefs. Successful learners are active, goal-directed, self-
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regulating, and assume personal responsibility for contributing to their own

learning.

2. Goals of the learning process.

The successful learner, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.

The strategic nature of learning requires students to be goal directed. To

construct useful representations of knowledge and to acquire the thinking and
learning strategies necessary for continued learning success across the life span,
students must generate and pursue personally relevant goals.

Initially, students' short-term goals and learning may be sketchy in an area, but
over time their understanding can be refined by filling gaps, resolving
inconsistencies, and deepening their understanding of the subject matter so that
they can reach longer-term goals.

Educators can assist learners in creating meaningful learning goals that are
consistent with both personal and educational aspirations and interests.

3. Construction of knowledge.

The successful learner can link new information with existing knowledge in
meaningful ways.

Knowledge widens and deepens as students continue to build links between new
information and experiences and their existing knowledge base. The nature of
these links can take a variety of forms, such as adding to, modifying, or
reorganizing existing knowledge or skills. How these links are made or develop
may vary in different subject areas, and among students with varying talents,
interests, and abilities. However, unless new knowledge becomes integrated with
the learner's prior knowledge and understanding, this new knowledge remains
isolated, cannot be used most effectively in new tasks, and does not transfer
readily to new situations.

Educators can assist learners in acquiring and integrating knowledge by a

number of strategies that have been shown to be effective with learners of
varying abilities, such as concept mapping and thematic organization or
categorizing.

4. Strategic thinking
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The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.

Successful learners use strategic thinking in their approach to learning,

reasoning, problem solving, and concept learning. They understand and can use
a variety of strategies to help them reach learning and performance goals, and to
apply their knowledge in novel situations. They also continue to expand their
repertoire of strategies by reflecting on the methods they use to see which work
well for them, by receiving guided instruction and feedback, and by observing or
interacting with appropriate models.

Learning outcomes can be enhanced if educators assist learners in developing,

applying, and assessing their strategic learning skills.

5. Thinking about thinking

Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.

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 toward these goals. In addition,
successful learners know what to do if a problem occurs or if they are not making
sufficient or timely progress toward a goal. They can generate alternative
methods to reach their goal (or reassess the appropriateness and utility of the
goal). Instructional methods that focus on helping learners develop higher order
(metacognitive) strategies that can enhance student learning and personal
responsibility for learning.

6. Context of learning
Learning is influenced by environmental factors, including culture, technology,
and instructional practices.

Learning does not occur in a vacuum. Teachers’ major interactive role is with
both the learner and the learning environment. Cultural or group influences on
students, can impact many educationally relevant variables, such as motivation,
orientation toward learning, and ways of thinking. Technologies and instructional
practices must be appropriate for learners' level of prior knowledge, cognitive
abilities, and their learning and thinking strategies. The classroom environment
can also have significant impacts on student learning.

Motivational and Affective Factors

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7. Motivational and emotional influences on learning.

What and how much is learned is influenced by the motivation. Motivation to

learn, in turn, is influenced by the individual's emotional states, beliefs, interests
and goals, and habits of thinking.

The rich internal world of thoughts, beliefs, goals, and expectations for success
or failure can enhance or interfere the learner's quality of thinking and information
processing. Students' beliefs about themselves as learners and the nature of
learning have a marked influence on motivation.

Motivational and emotional factors also influence both the quality of thinking and
information processing as well as an individual's motivation to learn. Positive
emotions, such as curiosity, generally enhance motivation and facilitate learning
and performance.

Mild anxiety can also enhance learning and performance by focusing the
learner's attention on a particular task. However, intense negative emotions (e.g.,
anxiety, panic, rage, insecurity) and related thoughts (e.g., worrying about
competence, ruminating about failure, fearing punishment, ridicule, or
stigmatizing labels) generally detract from motivation, interfere with learning, and
contribute to low performance.

8. Intrinsic motivation to learn

The learner's creativity, higher order thinking, and natural curiosity all contribute
to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty
and difficulty, relevant to personal interests, and providing for personal choice
and control.

Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners ‘intrinsic motivation to learn, which is in large part a function of meeting
basic needs to be competent and to exercise personal control. Intrinsic
motivation is facilitated on tasks that learners perceive as interesting and
personally relevant and meaningful, appropriate in complexity and difficulty to the
learners' abilities, and on which they believe they can succeed. Intrinsic
motivation is also facilitated on tasks that are comparable to real-world situations
and meet needs for choice and control.

Educators can encourage and support learners' natural curiosity and motivation
to learn by attending to individual differences in learners' perceptions of optimal
novelty and difficulty, relevance, and personal choice and control.

9. Effects of motivation on effort

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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.

Effort is another major indicator of motivation to learn. The acquisition of complex

knowledge and skills demands the investment of considerable learner energy
and strategic effort, along with persistence over time. Educators need to be
concerned with facilitating motivation by strategies that enhance learner effort
and commitment to learning and to achieving high standards of comprehension
and understanding.

Effective strategies include purposeful learning activities, guided by practices that

enhance positive emotions and intrinsic motivation to learn, and methods that
increase learners' perceptions that a task is interesting and personally relevant.

Developmental and Social Factors

10. Developmental influences on learning.

As individuals develop, there are different opportunities and constraints for

learning. Learning is most effective when differential development within and
across physical, intellectual, emotional, and social domains is taken into account.

Individuals learn best when material is appropriate to their developmental level

and is presented in an enjoyable and interesting way. Because individual
development varies across intellectual, social, emotional, and physical domains,
achievement in different instructional domains may also vary. Overemphasis on
one type of developmental readiness--such as reading readiness, for example--
may preclude learners from demonstrating that they are more capable in other
areas of performance.

The cognitive, emotional, and social development of individual learners and how
they interpret life experiences are affected by prior schooling, home, culture, and
community factors. Early and continuing parental involvement in schooling of the
learners and the quality of language interactions and two-way communications
between adults and children can influence these developmental areas.
Awareness and understanding of developmental differences among children with
and without emotional, physical, or intellectual disabilities can facilitate the
creation of optimal learning contexts.

11. Social influences on learning.

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Learning is influenced by social interactions, interpersonal relations, and

communication with others.

Learning can be enhanced when the learner has an opportunity to interact and to
collaborate with others on instructional tasks. Learning settings that allow for
social interactions, and that respect diversity, encourage flexible thinking and
social competence. In interactive and collaborative instructional contexts,
individuals have an opportunity for perspective taking and reflective thinking that
may lead to higher levels of cognitive, social, and moral development, as well as
self-esteem.

Quality personal relationships that provide stability, trust, and caring can increase
learners' sense of belonging, self-respect and self-acceptance, and provide a
positive climate for learning. Family influences, positive interpersonal support and
instruction in self-motivation strategies can offset factors that interfere with
optimal learning such as negative beliefs about competence in a particular
subject, high levels of test anxiety, negative sex role expectations, and undue
pressure to perform well.

Positive learning climates can also help to establish the context for healthier
levels of thinking, feeling, and behaving. Such contexts help learners feel safe to
share ideas, actively participate in the learning process, and create a learning
community.

Individual Differences Factors

12. Individual differences in learning

Learners have different strategies, approaches, and capabilities for learning that
are a function of prior experience and heredity.

Individuals are born with and develop their own capabilities and talents. In
addition, through learning and social acculturation, they have acquired their own
preferences for how they like to learn and the pace at which they learn. However,
these preferences are not always useful in helping learners reach their learning
goals. Educators need to help students examine their learning preferences and
expand or modify them, if necessary.

The interaction between learner differences and curricular and environmental

conditions is another key factor affecting learning outcomes. Educators need to
be sensitive to individual differences, in general. They also need to attend to
learner perceptions of the degree to which these differences are accepted and
adapted to by varying instructional methods and materials.
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13. Learning and diversity

Learning is most effective when differences in learners' linguistic, cultural, and

social backgrounds are taken into account.

The same basic principles of learning, motivation, and effective instruction apply
to all learners. However, language, ethnicity, race, beliefs, and socioeconomic
status all can influence learning. Careful attention to these factors in the
instructional setting enhances the possibilities for designing and implementing
appropriate learning environments.
When learners perceive that their individual differences in abilities, backgrounds,
cultures, and experiences are valued, respected, and accommodated in learning
tasks and contexts, levels of motivation and achievement are enhanced.

14. Standards and assessment

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.

Assessment provides important information to both the learner and teacher at all
stages of the learning process. Effective learning takes place when learners feel
challenged to work towards appropriately high goals; therefore, appraisal of the
learner's cognitive strengths and weaknesses, as well as current knowledge and
skills, is important for the selection of instructional materials of an optimal degree
of difficulty. Ongoing assessment of the learner's understanding of the curricular
material can provide valuable feedback to both learners and teachers about
progress toward the learning goals. Standardized assessment of learner
progress and outcomes assessment provides one type of information about
achievement levels both within and across individuals that can inform various
types of programmatic decisions. Performance assessments This historical can
provide other sources of information about the attainment of learning outcomes.
Self-assessments of learning progress can also improve students’ self-appraisal
skills and enhance motivation and self-directed learning.

Alexander and Murphy (n.d.), as cited by Learner-Centered Principles Work Group of

the American Psychological Association’s Board of Educational Affairs (2017), gave a
summary of the 14 principles and distilled them into five areas:

1. The knowledge base

o One’s knowledge serves as the foundation of all future learning.

2. Strategic processing and control

o Learners can develop skills to reflect and regulate their thoughts and
behaviors in order to learn more effectively.
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3. Motivation and affect

o Factors such as intrinsic motivation, reasons for wanting to learn, personal
goals and enjoyment of learning tasks all have a crucial role in the
learning process.
4. Development and Individual Differences
o Learning is a unique journey for each person because each learner has
his own unique combination of genetic and environmental factors that
influence him.
5. Situation or context
o Learning happens in the context of a society as well as within an
individual.

Read more about the background of the learner-centered principles at

https://cmcacalda19.wordpress.com/2017/10/23/14-learner-centered-principle/

PRACTICE EXERCISE
Rating: Rubric # 1
A. In a sentence, give your own summary of each of the 14-learner-centered
principles.
1. Nature of learning process
____________________________________________________________________________

2. Goals of the learning process

____________________________________________________________________________

3. Construction of knowledge
____________________________________________________________________________

4. Strategic thinking
____________________________________________________________________________

5. Thinking about thinking

____________________________________________________________________________

6. Context of learning
____________________________________________________________________________

7. Motivational and emotional influences on learning

____________________________________________________________________________

8. Intrinsic motivation to learn

____________________________________________________________________________

9. Effects of motivation on effort

____________________________________________________________________________
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10. Developmental influences on learning

____________________________________________________________________________

11. Social influences on learning

____________________________________________________________________________

12. Individual differences in learning

____________________________________________________________________________

13. Learning and diversity

____________________________________________________________________________

14. Standards and assessment

____________________________________________________________________________

B. CRITIQUING (By Group)

Select two learner-centered psychological principles. Then, critique on how
Holy Cross College of Calinan adheres or disregards these principles. Be
reminded to mention a particular situation which will prove your claim.
Rating: Rubric # 3

C. PRINT ADVERTISEMENT (By Group)

Advocate through printed advertisement the use of the 14 principles in
teaching-learning process.
Rating: Rubric # 4

ASSESSMENT # 1
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A LEARNER IN FOCUS

Name:______________________________________Program/Year:_______________
Subject: Educ 101: Child and Adolescent Learners___CP No.:____________________
Instructor: Dr. Yonilyn A. Loyloy
Search at least two research studies focusing on any of the following issues
involving the young learners:

a. Manner on how the new breed of learners learn in this internet age
b. Factors affecting the learning capacity of the millennial
c. Evolution of the educational landscape in response to the demands of
the time
d. The effects of technologies to the study habits of the young learners

Fill out the matrix below.

ISSUE FINDINGS CONCLUSIONS PERSONAL

INSIGHTS
1.

2.