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LCP

"Learner-centered" emphasizes the importance of focusing on individual learners' backgrounds, needs, and experiences while integrating effective teaching practices to enhance motivation and achievement. It is guided by the Learner-Centered Psychological Principles, which apply to all learners and advocate for inclusive decision-making in the learning process. Key principles address cognitive, motivational, developmental, social, and individual differences factors that influence learning and teaching effectiveness.

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rodjen de la cruz
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2 views

LCP

"Learner-centered" emphasizes the importance of focusing on individual learners' backgrounds, needs, and experiences while integrating effective teaching practices to enhance motivation and achievement. It is guided by the Learner-Centered Psychological Principles, which apply to all learners and advocate for inclusive decision-making in the learning process. Key principles address cognitive, motivational, developmental, social, and individual differences factors that influence learning and teaching effectiveness.

Uploaded by

rodjen de la cruz
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Defining "Learner-Centered"

From an integrated and holistic look at the Principles, the following definition emerges:

"Learner centered" is the perspective that couples a focus on individual learners - their
heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and
needs - with a focus on leaning - the best available knowledge about learning and how it
occurs and about teaching practices that are most effective in promoting the highest
levels of motivation, learning, and achievement for all learners. This dual focus then
informs and drives educational decision making. Learner-centered is a reflection in
practice of the Learner-Centered Psychological Principles - in the programs, practices,
policies, and people that support learning for all.

This definition of learner-centered is thus based on an understanding of the Learner-


Centered Psychological Principles as a representation of the current knowledge base on
learners and learning. The Principles apply to all learners, in and outside of school, young
and old. Learner-centered is also related to the beliefs, characteristics, dispositions, and
practices of teachers - practices primarily created by the teacher. When teachers and
their practices function from an understanding of the knowledge base delineated in the
Principles, they (a) include learners in decisions about how and what they learn and how
that learning is assessed; (b) value each learner's unique perspectives; (c) respect and
accommodate individual differences in learners' backgrounds, interests, abilities, and
experiences; and (d) treat learners as co-creators and partners in the teaching and
learning process.

COGNITIVE AND METACOGNITIVE FACTORS

Principle 1: Nature of the learning process.


The learning of complex subject matter is most effective when it is an intentional process
of constructing meaning from information and experience.

Principle 2: Goals of the learning process.


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

Principle 3: Construction of knowledge.


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

Principle 4: Strategic thinking


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

Principle 5: Thinking about thinking


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

Principle 6: Context of learning


Learning is influenced by environmental factors, including culture, technology, and
instructional practices.
MOTIVATIONAL AND AFFECTIVE FACTORS

Principle 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.

Principle 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.

Principle 9: Effects of motivation on effort


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.

DEVELOPMENTAL AND SOCIAL FACTORS

Principle 10: Developmental influence on learning


As individuals develop, they encounter different opportunities and experience different
constraints for learning. Learning is most effective when differential development within
and across physical, intellectual, emotional, and social domains is taken into account.

Principle 11: Social influences on learning


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

INDIVIDUAL DIFFERENCES FACTORS

Principle 12: Individual differences in learning


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

Principle 13: Learning and diversity


Learning is most effective when differences in learners' linguistic, cultural, and social
backgrounds are taken into account.

Principle 14: Standards and assessment


Setting appropriately high and challenging standards and assessing the learner and
learning progress-including diagnostic, process, and outcome assessment-are integral
parts of the learning process.

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