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Module 2 - Learner-Centered Psychological Principles

The document outlines 14 learner-centered psychological principles from the American Psychological Association regarding how individuals learn. These principles are divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual difference factors. The principles emphasize that learning is constructed from experience, is influenced by motivation and environment, and accounting for individual learner differences enhances the learning process.

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Janzen A. Gabio
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
26 views

Module 2 - Learner-Centered Psychological Principles

The document outlines 14 learner-centered psychological principles from the American Psychological Association regarding how individuals learn. These principles are divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual difference factors. The principles emphasize that learning is constructed from experience, is influenced by motivation and environment, and accounting for individual learner differences enhances the learning process.

Uploaded by

Janzen A. Gabio
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LEARNER-

CENTERED
PSYCHOLOGICAL
PRINCIPLES
Facilitating Learner-Centered Teaching
The 14 Learner-Centered Psychological Principles, as outlined by
the American Psychological Association, emphasize the
importance of considering individual differences, promoting
motivation, and fostering a supportive learning environment.

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 learning.
COGNITIVE AND
METACOGNITIVE
FACTORS

Facilitating Learner-Centered Teaching


01
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.
02
GOALS OF THE LEARNING
PROCESS
The successful learner, over time and with support and
instructional guidance, can create meaningful, coherent
representations of knowledge.
03
CONSTRUCTION OF
KNOWLEDGE

The successful learner can link new information with existing


knowledge in meaningful ways.
04
STRATEGIC THINKING

The successful learner can create and use a repertoire of


thinking and reasoning strategies to achieve complex learning
goals.
05
THINKING ABOUT THINKING

Higher-order strategies for selecting and monitoring mental


operations facilitate creative and critical thinking.
06
CONTEXT OF LEARNING

Learning is influenced by environmental factors, including


culture, technology, and instructional practices.
MOTIVATIONAL AND
AFFECTIVE
FACTORS

Facilitating Learner-Centered Teaching


07
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.
08
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.
09
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

Facilitating Learner-Centered Teaching


10
DEVELOPMENT 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.
11
SOCIAL INFLUENCES ON
LEARNING

Learning is influenced by social interactions, interpersonal


relations and communication with others.
INDIVIDUAL
DIFFERENCES
FACTORS

Facilitating Learner-Centered Teaching


12
INDIVIDUAL DIFFERENCES IN
LEARNING
Learners have different strategies, approaches, and
capabilities for learning that are a function of prior experience and
heredity.
13
LEARNING AND DIVERSITY

Learning is most effective when differences in learners'


linguistic, cultural, and social backgrounds are taken into account.
14
STANDARD 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.
1. The knowledge base. One's existing knowledge serves as the
foundation of all future learning. The learner's previous knowledge

Alexander and will influence new learning specifically on how he represents new
information, makes associations, and filters new experiences.
Murphy gave a
2. Strategic processing and control. Learners can develop skills
summary of the
to reflect and regulate their thoughts and behaviors to learn more
14 principles effectively (metacognition).
and distilled 3. Motivation and affect. Factors such as intrinsic motivation
them into five (from within), reasons for wanting to learn, personal goals, and
enjoyment of learning tasks all have a crucial role in the learning
areas:
process.
Alexander and
4. Development and Individual Differences. Learning is a
Murphy gave a unique journey for each person because each learner has his own

summary of the unique combination of genetic and environmental factors that


influence him.
14 principles
5. Situation or context. Learning happens in the context of a
and distilled
society as well as within an individual.
them into five
areas:

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