ACTIVITY FOR LESSON 2

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

DIRECTION: Here’s the list of 14 learner-centered psychological principles, each

with two real-life classroom situation questions, including directions for using them to
encourage learning-centered teaching. Answer the questions in every principle. You
may write it in a yellow paper or encode it.

1. Nature of the Learning Process

Description: Learning is an active, dynamic process that should be engaging and

meaningful.

Directions: Use these questions to make lessons interesting and relevant to students.

o How can I make today's lesson more interesting so students stay focused and
eager to learn?

- To make the lesson more interesting, I could integrate multimedia, real-life

scenarios, and interactive activities that allow students to apply what they are
learning in a hands-on way, such as using virtual labs for science or role-playing
historical events.

o What activities can I prepare so my students understand the topic better through
hands-on experiences?

- I can prepare activities like group experiments, real-world problem-solving

tasks, or projects where students build models or create presentations. These
experiences help students actively engage with the content and internalize it
better.

2. Goals of the Learning Process

Description: Students learn better when they have clear goals and understand why they
are learning something.

Directions: Use these questions to help students understand the purpose of each lesson.

o How can I explain the importance of today’s lesson so my students see its
connection to their lives?

- I can connect the lesson to students' daily experiences or future career

opportunities. For example, in a math class, explaining how geometry is used in
architecture or interior design can make the lesson feel more relevant.

How can I set small goals with my students to help them feel a sense of
progress?

- I can break down larger assignments or lessons into smaller, manageable tasks
and celebrate milestones as students achieve them. This could involve setting
daily or weekly goals for comprehension or skills development.

3. Construction of Knowledge
 Description: Learning involves building on what is already known.

Directions: Use these questions to connect new lessons with students’ existing
knowledge.

o What examples from students’ lives can I use to help them connect with today’s
lesson?

- I can use examples from their local community, interests, or current events to
demonstrate how the new knowledge connects with their everyday lives. For
instance, if teaching economics, I could relate concepts to personal budgeting or
family spending.

o How can I check if my students remember last week’s lesson before introducing
a new topic?

- I can begin the lesson with a quick review or an interactive activity like a think-
pair-share, where students discuss key takeaways from the previous lesson with
a partner.

4. Strategic Thinking

Description: Learning improves when students learn strategies to think through

problems.

Directions: Use these questions to help students learn problem-solving and critical
thinking skills.

o How can I encourage my students to come up with different ways to solve a

problem in Math?

- I can present problems with multiple solution methods and encourage students
to explore different approaches. For example, in algebra, I might ask students to
solve an equation using both substitution and graphing methods.

o What questions can I ask to help my students develop a plan for completing a
challenging project?

- I can ask students to break the project into smaller tasks and set deadlines for
each stage. Questions like "What steps do you think are necessary to complete
this project?" or "How will you manage your time?" can prompt them to think
strategically.

5. Thinking about Thinking (Metacognition)

Description: When students think about how they learn, they become better learners.

Directions: Use these questions to help students reflect on their own learning processes.

o How can I encourage my students to reflect on what study techniques work best
for them?

- I can ask students to keep a learning journal where they reflect on which study
strategies helped them succeed or which ones were less effective. I could also
hold periodic check-ins to discuss their learning habits.

o What questions can I ask to help my students think about what they found
difficult and why?
 - I can ask reflective questions like, "What part of the lesson was most
challenging for you?" or "How did you approach the difficult parts, and what
could you try next time to make it easier?"

6. Motivation and Emotional Influences on Learning

Description: Emotions and motivation greatly affect learning.

Directions: Use these questions to create a positive and motivating environment for
learning.

o How can I create a positive environment in the classroom to make my students

feel safe and eager to learn?

- I can establish clear expectations, offer praise for effort, and ensure that
students feel their voices are heard. Activities like icebreakers or peer support
groups can help foster a supportive community.

o How can I help students who feel discouraged in a subject, like Math, to become
more motivated?

- I can offer encouragement, break tasks into smaller, manageable steps, and
celebrate even small successes. Additionally, providing real-world applications of
math can make the subject feel more relevant and less intimidating.

7. Intrinsic Motivation to Learn

Description: Students learn better when they are interested and enjoy learning for its
own sake.

Directions: Use these questions to foster students' natural curiosity and love for learning.

o What fun activities can I introduce to help students enjoy reading more?

- I can incorporate storytelling, book clubs, or creative projects like turning a

story into a play. Allowing students to choose books based on their interests can
also spark their love of reading.

o How can I encourage my students to ask questions about topics they find
interesting?

- I can create a classroom environment where curiosity is valued by rewarding

students for asking thoughtful questions. I could also organize Q&A sessions
where students bring topics they are curious about and explore them together.

8. Effects of Motivation on Effort

Description: Motivation leads students to put more effort into their learning.

Directions: Use these questions to inspire students to work harder and be proud of their
achievements.

o How can I praise my students in a way that encourages them to keep working
hard?

- I can give specific, effort-based praise like, "I’m impressed by how much time
you spent refining your project!" rather than general praise like, "Good job!" This
reinforces the idea that effort leads to success.
 o What rewards or recognition can I give to show students that their hard work
pays off?

- I can offer both intrinsic rewards, like verbal recognition and opportunities for
leadership roles, and extrinsic rewards, like certificates or small privileges (e.g.,
extra recess time) for sustained effort.

9. Developmental Influences on Learning

Description: Students learn at different rates and in different ways depending on their
development.

Directions: Use these questions to adjust your teaching to match students'

developmental levels.

o How can I make sure my lesson is suitable for students who learn faster and
those who need more time?

- I can differentiate instruction by offering extension activities for fast learners

and additional support (like tutoring or visual aids) for students who need more
time. Grouping students by ability or providing tiered tasks can also help.

o How can I adjust my teaching when I see that younger students need more
support?

- I can provide more structured activities, use simpler language, and offer more
scaffolding, such as guided practice or step-by-step instructions, for younger
students who may need additional support.

10. Social Influences on Learning

Description: Social interactions can help or hinder learning.

Directions: Use these questions to help students learn through cooperation and group
work.

o How can I use group activities so my students can learn from each other?

- I can design cooperative learning activities, like group projects or peer

teaching, where students collaborate to solve problems or complete tasks
together, allowing them to share knowledge and strategies.

o What can I do if I notice some students are too shy to participate in group work?

- I can create smaller, low-pressure groups initially, gradually building their

confidence. I can also assign specific roles within groups so that each student
has a clear responsibility and feels more comfortable contributing.

11. Individual Differences in Learning

Description: Every student has unique strengths and needs.

Directions: Use these questions to ensure your teaching meets each student’s individual
needs.
 o How can I vary my activities so that both fast and slow learners are included?

- I can provide different levels of tasks and opportunities for both independent
work and collaboration. For instance, offering optional challenge questions for
fast learners and step-by-step guidance for slower learners ensures everyone
can participate.

o What can I do to make my students feel valued and recognized for their unique
skills?
o - I can highlight individual strengths by offering personalized feedback and
recognizing achievements, such as applauding a student’s creativity in a project
or a unique solution to a problem.

12. Learning and Diversity

Description: Recognizing diversity among students can improve learning for everyone.

Directions: Use these questions to celebrate diversity and make lessons inclusive.

o How can I include lessons or examples that reflect the backgrounds of students
from the Manobo tribe?

- I can incorporate stories, history, and cultural practices from the Manobo tribe
into lessons. For example, teaching geography with a focus on their traditional
land or including their artwork in art classes can create a more inclusive
environment.

o What can I do to make sure all students feel respected and included in my class?

- I can create an inclusive classroom culture by recognizing and celebrating

cultural diversity through activities like multicultural days or using diverse
teaching materials that represent different backgrounds.

13. Standards and Assessment

Description: Clear expectations and fair assessments support learning.

Directions: Use these questions to set clear standards and assess students fairly.

o How can I create rubrics that make it easy for students to understand how they
will be graded?

- I can create rubrics that break down the assignment or task into clear
categories (e.g., content, creativity, accuracy, presentation). For each category, I
would define specific performance levels (e.g., excellent, good, needs
improvement) with clear descriptions for each. I would share this rubric with
students in advance, so they know exactly what is expected and how they will be
evaluated.

o What methods can I use to assess students who might struggle with written tests
but show understanding in other ways?

- I can use alternative assessments such as oral presentations, group projects,

peer reviews, or creative assignments like posters or video demonstrations.
These methods allow students to express their understanding in ways other than
written exams, ensuring a fairer evaluation of their learning.

14. Setting High Standards and Realistic Challenges

Description: Setting high, but achievable, expectations motivates students to reach their
potential.

Directions: Use these questions to set challenges that inspire students without
overwhelming them.

o How can I encourage my students to do their best without making them feel
overwhelmed?

I can break larger tasks into smaller, more manageable steps and set clear,
incremental goals. I would ensure that the workload is balanced and provide
consistent support, reminding students that mistakes are part of the learning
process and encouraging persistence. Positive reinforcement, such as
celebrating small successes, can keep them motivated without overwhelming
them.

o How can I set challenges in class that push my students to improve without
causing frustration?

I can provide differentiated challenges that are tailored to students' current

levels of understanding. For example, I might offer tiered assignments where
students can choose the difficulty level that suits them. I would also give
constructive feedback, providing clear steps for improvement, and encourage a
growth mindset by praising effort and persistence rather than just outcomes.