Educ. 16.

Facilitating Learner- Centered Teaching& Learning

AKLAN STATE UNIVERSITY

COMPILER: MARIA SHARINA MAE M. IDALA
IBAJAY, AKLAN
 MODULE 2. LEARNER- CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

• Explain the 14 principles

• Advocate the use of the 14 principles in the teaching- learning
process

Advance Organizer

Motivational and
Cognitive and
Affective Factors
Metacognition
(3 principles)
(6 principles)

14 Learner-Centered
Principles

Developmental and Individual

Social Factors Differences Factors
(2 Factors) (3principles)

What is Learner-Centered Psychological Principles

The Learner-Centered Psychological Principles were put together by the American Psychological Association. The
following 14 psychological principles pertain to the learner and the learning process. The 14 principles have the following
➢ They focus factors that are primarily internal to and under the control of the learner rather than conditions habits or
physiological factors. However, the principles also attempt 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 divided into those referring to (1) cognitive and metacognitive, (2) motivational and affective, (3)
developmental and social, and (4) individual differences factors influencing learners and learner.
➢ Finally, the principles are intended to apply to all learners-from children, to teachers, to administrators, to parents and
to community members involved in our educational system.

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 Cognitive and Metacognitive Factors

1. Nature of the Learning Process

The learning of a 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 process: 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 process that students can use to construct
meaning from information, experiences and their own thoughts and beliefs.
• Successful learners are active, goal-directed, self- regulating and assume personal responsibility for
contributing to their own learning
2. Goals of learning process
The successful learner, over time and with support and instructional guidance, can create meaningful, coherent
representation of knowledge.

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

• To construct useful representation s of knowledge and to acquire the thinking and learning strategies
necessary for continued learning success across the life span, 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 interest.
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
developed may vary in different subject areas, and among students with varying talents, interest and
abilities. However, unless new knowledge becomes integrated 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
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 interacting with
appropriate models.

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 • 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 these higher order (metacognitive) strategies
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 play a major interactive role 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, particularly the degree to which it is nurturing or not, can also have significant
impacts on student learning.

Motivational and Affective Factors

7. Motivational and emotional influences on learning
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

• The rich internal world of thoughts, beliefs, goals and expectations for success or failure can enhance or
interfere with 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.

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 • 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 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 learner’s 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

Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without
learners' motivation 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-may preclude learners
from demonstrating that they are more capable in other areas of performance.
• The cognitive, emotional and social development of individual leaners and how they interpret life experiences
are affected by prior schooling home, culture and community factors. Early and continuing parental
involvement in schooling, 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

Learning is influenced by social interactions, interpersonal relations and communication with others.

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 • Learning can be enhanced when the learner has an opportunityinteract 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 1nfuences, 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 learners
perceptions of the degree to
which these differences are accepted and adapted to by varying
instructional methods and materials.
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.

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 14. Standards and assessment
Setting appropriately high and challenging standards and assessing the learner as well as the learning
process – 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
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 teacher about progress toward the learning goals.
• Standardized assessment of learner’s 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 can prov1de 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 gave a summary of the 14 principles and distilled them into five areas

1. The knowledge base. One's existing knowledge serves as the foundation of all future learning. The learner's
previous
knowledge will influence new learning specifically on how he represents new information, makes associations and
filters new experiences.
2. Strategic processing and control. Learners can develop skills to reflect and regulate their thoughts and behaviors
in order to learn more effectively (metacognition).
3. Motivation and affect. Factors such as intrinsic motivation (from within), 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. 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. Learning happens in the context of society as well as within an individual.

Extend by Applying:

Activity I. Read more Learner -Centered Class and make a poster about it. Post it on your subject’s Fb page on the
deadline of posting by your instructor late submission will not be graded.

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 Extend by Reflecting

Activity II. 5-minute non-stop writing

Your 5 minute non-stop writing begins now!

From the Module on Learner – Centered Psychological Principles , I realized
that…___________________________________________________________________________
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Evaluate:

1. Describe what you can do to advocate the use of the 14 Learning- Centered Psychological Principles.
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2. Advocate the use of the 14 learning principles by means of any of the following: (Post in our FB Page on or before
August 31, 2021)
a. PowerPoint presentation consisting of 5 slides or less
b. A 3 -minute speech
References:
A. Books
1. Lucas, Maria Rita D., & Corpuz, Brenda B.,2020. Facilitating Learner-Centered Teaching. 5th Ed. Lorimar Publishing
Inc.
2. Ormod, Jeanne E.,2004 Educational Psychology: Developing learners, 4th ed. New Jersey : Prentice- Hall Inc
3. Bruning, R.H., G.J.,Schraw,M.M, Norby, &R.R. Ronning. 2004.Cognitive Psychology and Instruction. USA: Pearson
Education,Inc.
4. Medin, D.L., Ross, & A.B., Markman. 2005 Cognitive Psychology. 4th Ed.USA: John Wiley and Sons, Inc.
B. On-line Resources
1. Conditions of Learning (R.Gagne) . [ On-line]: http: www. gwu.edu/-tip/gagne.html
2. Connectionism (E. Thordike) . [ On-line]: http: www.gwu.edu./tip/thorndike.html
3. Constructivist theory (J. Bruner) . [ On-line]: http: www.gwu.edu./tip/bruner.html
4. Department of Physical Medicine and Rehabilitation (2000). Concepts and Definitions. Boston: Harvard Medical School.
[On-line]. Availble: http:www.http://www.hmcnet.harvard.edu./pmr/rehabdef.html

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Educ. 16.
Educ. 16.