Learner-Centered Psychological strategies or methods, and monitor their

Principles progress toward these goals

It provides a framework for developing and 6. Context of learning- Learning is
incorporating the components of new influenced by environmental factors,
designs for schooling. These principles including culture, technology and
emphasize the active and reflective nature instructional practices.
of learning and learners.
The 4 Domain of Learners-Centered Motivational, Affective, Developmental
Psychological principles and Social Factors
-Cognitive and Metacognitive Factors - Motivational Factors- it refers to how the
Motivational and Cognitive Factors - learners pushes themselves to learn and
Developmental and Social Factors - how they value learning.
Individual Differences Factors Affective Factors- it’s relating to the
attitude, feelings and emotions that the
Cognitive and Metacognitive Factors learners put into the learning task.
This domain refers to the processes Motivation- is an inner drive that causes
involved in learning as well as the strategies and energizes you to do something.
students used to learn and their reflections Process of sustaining interest in activity
about their thought processes. towards goal.
1. Nature of the learning process- The Emotion- natural instinctive state of mind
learning of complex subject matters is the deriving from one’s mood, or relationships
most effective when it's an intentional with others. Having feelings that easily
process of constructing meaning from existed and openly displayed.
information and experience. How does motivation influence learning?
2.Goals of the learning process- The -In lesson planning, the motivation part of
successful learner, time and with support the lesson sets the positive mindset of the
and instructional guidance, can create learners.
meaningful, coherent and representations of -students believed about themselves as
knowledge. learner and nature of learning have make
3.Construction of knowledge- The influence on motivation
successful learner can link new information How emotional influence on learning?
with existing knowledge in meaningful ways. emotions are inherently linked to and
4.Strategic thinking- The successful influence cognitive skills such as decision-
learner can create and use a repertoire of making, critical thinking, and regulation, all
thinking and reasoning strategies to achieve of which play a key role in learning
complex learning skills. Intrinsic Motivation to Learn
5.Thinking about thinking- Higher order (The learner’s creativity, higher-order
strategies for selecting and monitoring thinking, and natural curiosity all contribute
mental operations facilitate creative and to the motivation to learn)
critical thinking. Successful learners can It drives when learners perceive something
reflect on how they think and learn, set as interesting and personality relevant and
reasonable learning or performance goals, meaningful.
select potentially appropriate learning Two major indicators when we are
motivated to learn something
 - Curiosity - Creativity
4 Kinds of Motivation Social Influence on Learning
Intrinsic Motivation- is manifested when Learning is influenced by social interaction,
an individual engages in an activity or task interpersonal relations, and communication
that is personally gratifying with others.
Extrinsic Motivation- refers to a person Social Factors that can Influence on
engaged in a task or activity to earn external Children’s Learning
rewards or to avoid punishment in some ❑ Social Interactions
situation. ❑ Quality Personal Relationships
Task Value- You’re doing it because you ❑ Family Influences
know you are capable to do it ❑ Positive Learning Climates
Belief- You’re doing it because it is the right
thing to do. INDIVIDUAL DIFFERENCES
Effects of Motivation on Effort Individuals are born with and develop their
(Acquisition of sophisticated knowledge and own capabilities and learning
skills requires extensive learner’s effort and TYPES OF INDIVIDUAL DIFFERENCES
guided practice) PHYSICAL DIFFERENCES - Learners
Effort- is another major indicator of have different strategies, approaches, and
motivation to learn. Acquisition of capabilities for learning that are function of
sophisticated knowledge and skills requires prior experience and heredity
extensive learner’s effort and guided DIFFERENCES IN INTELLIGENCE- Types
practice. of Intelligence 1. Logical-mathematical
Educator- Teachers need to be concerned intelligence 2. Linguistic intelligence 3.
with facilitating motivation by strategies that Spatial Intelligence 4. Musical Intelligence 5.
enhance learner efforts and commitment to Bodily-kinesthetic Intelligence 6.
learning and achieving high standards of Intrapersonal Intelligence 7. Interpersonal
comprehension and comprehending. Intelligence 8. Naturalistic intelligence
Effective Strategies- include purposeful DIFFERENCES IN ATTITUDES- Individuals
learning activities, guided by practices that differ in attitudes towards different people,
enhance positive emotions and intrinsic objects, institutions and authority.
motivation to learn. Using methods that will DIFFERENCES IN ACHIEVEMENT- These
increase learner’s perceptions that a task is differences are on account of the
interesting and personally relevant. differences in the various factors of
Developmental Influence on Learning intelligence and the differences in the
Learning is most effective when differential various experiences, interests & educational
development within and across physical, background
intellectual, emotional and social domains is DIFFERENCES IN MOTOR ABILITY-
taken into account. These differences are visible at different
Developmental Factors that can ages. Some people can perform mechanical
Influence on Children’s Learning tasks easily, while others, even though they
1. Individual Factor are at the same level, feel much difficulty in
2. Community Factor performing these tasks.
3. Parental Involvement DIFFERENCES IN ACCOUNT OF SEX
4. Developmental Differences McNemar and Terman- 1. Memory and
Great Motor 2. Handwriting and LEGAL AND POLICY FRAMEWORKS
Mathematics-Logic 3. Sensory distinctions AND LEARNER-CENTERED TEACHING
and Greater reaction 4. Languages and
PhysicsChemistry 5. Mirror drawing and REPUBLIC ACT NO. 10533 Signed by
faults of speech 6. Susceptible and color- Benigno Aquino III March 15, 2013 An act
blind 7. Contrasting interests enhancing the Philippine basic education
RACIAL DIFFERENCES- Differences of system by strengthening its curriculum and
environment is a normal factor in causing increasing the number of years for basic
these differences. education, appropriating funds therefor and
DIFFERENCES DUE TO NATIONALITY- for other purposes. Enhanced Basic
Individuals of different nations differ in Education Act of 2013
respect of physical and mental differences, To produce productive and responsible
interests and personality citizens equipped with essential needs, the
DIFFERENCES DUE TO ECONOMIC state shall:
STATUS- Differences in children’s interest, ❑ Allow students to receive quality education
tendencies and character are caused by system that is globally competitive.
economic differences. ❑ Broaden the goals of high school education
DIFFERENCES IN INTERESTS Factors for: College Preparation Vocational & technical
such as sex, family background level of career opportunities Creative arts and sports
development, differences of race and Entrepreneurial employment
nationality. ❑ Make educational Learneroriented and
EMOTIONAL DIFFERENCES- Individuals responsive to the needs of Cognitive and
differ emotional reactions to a situation Cultural Capacity Circumstances and Diversity
PERSONALITY DIFFERENCES- There are of Learners, Schools, and Community
many differences in respect of personality. throughout the appropriate language of teaching
On the basis of differences in personality, and learning including Mother Tongue as
individuals have been classified into many Learning resource.
groups. A. Introverts B. Extroverts C. ❑ The state shall create a functional basic
Ambiverts education system that will develop productive
and responsible citizens equipped with essential
LEARNING AND DIVERSITY needs.
❑ Language, ethnicity, race, beliefs, and ❑ The Enhanced Basic Education shall include,
socioeconomic status influences learning but not limited to…
❑ Learning is most effective when differences 1. Programs for gifted and talented 2.
in learners` linguistic, cultural, and social Programs for learners with disabilities 3.
backgrounds are taken into account Madrasah Program 4. Indigenous People
STANDARDS & ASSESSMENT Education Program 5. Programs for
❑ Setting appropriately high and challenging Learners under difficult circumstances
standards and assessing the learner as well as Learning Instruction
learning progress. Kindergarten-Grade 3 Native Language /
❑ Ongoing assessment of the learner`s MTB-MLE
understanding of curricular material can provide Grade 4-6 Transition into English to Filipino
valuable feedback to both learners and teachers Junior-Senior High School English and
Filipino are the Primary Language
Aims of the curriculum
1. Lessen percentage of unready incoming
college students 2. Lessen remedial classes
3. Lessen duplication of basic education
subjects
K TO 12 FRAMEWORK
❑ 21st century skills are embedded in different
learning areas
- Every learner who completes the K
to 12 basic education program will
have been nurtured and developed
to become a Filipino with 21st
century skills
❑ The K-12 graduate is equipped with 21st
century skills that are embedded in the
curriculum
- Information, Media, and Technology
Skills Learning and Innovation Skills
Communication Skills Career Skills
❑ Every learner who completed the K to 12
basic education program…
- Will have been nurtured and
developed to become Filipino with
21st century skills
❑ K to 12 EXITS
- Employment, Entrepreneurship,
Middle level skills development, and
Higher Education