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Learning Principles

Learner-centered Theories

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MJ LAO
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9 views

Learning Principles

Learner-centered Theories

Uploaded by

MJ LAO
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LEARNER-CENTERED

PSYCHOLOGICAL PRINCIPLES
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.
COGNITIVE AND MOTIVATIONAL
METACOGNITIVE AND AFFECTIVE

INDIVIDUAL
DEVELOPMENTAL DIFFERENCES
AND SOCIAL FACTORS
COGNITIVE AND METACOGNITIVE

1. Nature of the learning process


2. Goals of the learning process
3. Construction of Knowledge
4. Strategic thinking
5. Thinking about thinking
6. Context of learning
COGNITIVE AND METACOGNITIVE

Nature of the learning process.

The learning of a complex subject matter is most


efficient when it is an intentional process of
constructing meaning from information and
experience.

BACK
COGNITIVE AND METACOGNITIVE

Goals of the learning


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

BACK
COGNITIVE AND METACOGNITIVE

Construction of knowledge

The successful learner can


link new information with
existing knowledge in
meaningful ways

BACK
COGNITIVE AND METACOGNITIVE

Strategic thinking

The Successful learner can


create and use repertoire
of thinking and
reasoning strategies to
achieve complex learning
golas
BACK
COGNITIVE AND METACOGNITIVE

Thinking about thinking

High order strategies for


selecting and monitoring
mental operations facilitate
creative and critical
thinking

BACK
COGNITIVE AND METACOGNITIVE

Context of learning

Learning is influenced by
environmental factors,
including culture,
technology and
instructional practices.

BACK
COGNITIVE AND MOTIVATIONAL
METACOGNITIVE AND AFFECTIVE

INDIVIDUAL
DEVELOPMENTAL DIFFERENCES
AND SOCIAL FACTORS
MOTIVATIONAL AND AFFECTIVE FACTORS

1. Motivational and emotional influences on


learning
2. Intrinsic motivation to learn
3. Effects of motivation on effort
MOTIVATIONAL AND AFFECTIVE FACTORS

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.

BACK
MOTIVATIONAL AND AFFECTIVE FACTORS

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

BACK
MOTIVATIONAL AND AFFECTIVE FACTORS

Effects of motivation to effort

Acquisition of complex knowledge skills


requires extended learner effort and guided
practice. Without learners’ motivation to
learn, the willingness to exert this effort is
unlikely without coercion.

BACK
COGNITIVE AND MOTIVATIONAL
METACOGNITIVE AND AFFECTIVE

INDIVIDUAL
DEVELOPMENTAL DIFFERENCES
AND SOCIAL FACTORS
DEVELOPMENTAL AND SOCIAL FACTORS

1. Developmental influences on learning


2. Social influences on learning
DEVELOPMENTAL AND SOCIAL FACTORS

Developmental influences on learning

As individuals develop, there are different


opportunities and constrains for learning.
Learning is most effective when differential
development within and across physical,
intellectual, emotional and social domains is
taken into account

BACK
DEVELOPMENTAL AND SOCIAL FACTORS

Social influences on learning

Learning is influenced by social interactions,


interpersonal relations and communication
with others.

BACK
COGNITIVE AND MOTIVATIONAL
METACOGNITIVE AND AFFECTIVE

INDIVIDUAL
DEVELOPMENTAL DIFFERENCES
AND SOCIAL FACTORS
INDIVIDUAL DIFFERENCES FACTORS

1. Individual differences in learning


2. Learning and diversity
3. Standards and assessments
INDIVIDUAL DIFFERENCES FACTORS

Individual differences in learning

Learners have different strategies,


approaches and capabilities for learning that
are a function of prior experience and
heredity.

BACK
INDIVIDUAL DIFFERENCES FACTORS

Learning and diversity

Learning is most effective when differences


in learners’ linguistic, cultural and social
backgrounds are taken into account

BACK
INDIVIDUAL DIFFERENCES FACTORS

Standards and assessment

Setting appropriately high and challenging


standards assessing the learner as well as
learning progress – including diagnostic
process and outcome assessment - are
integral parts of the learning process

BACK

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