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Module 1 Learning Principles

This document provides an overview of cognitive, metacognitive, motivational, and affective learning principles. It defines these key terms and discusses how they relate to learner-centered approaches. Examples are given of how these principles influence classroom learning and the importance for teachers to be aware of them. While experience teaching is valuable, the document argues it does not alone guarantee a teacher's effectiveness in implementing learner-centered principles, as different teaching strategies can be used. A table compares the characteristics of novice and expert learners.

Uploaded by

Angela Agonos
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
513 views

Module 1 Learning Principles

This document provides an overview of cognitive, metacognitive, motivational, and affective learning principles. It defines these key terms and discusses how they relate to learner-centered approaches. Examples are given of how these principles influence classroom learning and the importance for teachers to be aware of them. While experience teaching is valuable, the document argues it does not alone guarantee a teacher's effectiveness in implementing learner-centered principles, as different teaching strategies can be used. A table compares the characteristics of novice and expert learners.

Uploaded by

Angela Agonos
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 1 (Lesson 1-6)

Learning Principles associated to Cognitive, Metacognitive, Motivational, And Affective Factors


Angela Agonos BSEd II-C Science

Give the meaning of the following words

1. Cognitive
- Cognitive is the science of how we think. It’s concerned with our inner mental processes
such as attention, perception, memory, action planning, and language. Each of these
components are pivotal in forming who we are and how we behave.

2. Metacognitive
- Metacognition is a deeper level of thinking that includes your ability to think about your
thinking; how you understand, adapt, change, control, and use your thought processes.
3. Affective
- Affective is a word that crops up a lot in psychology—it means having to do with emotions
or moods. Affective disorders are characterized by mood swings.
4. Motivation
- Motivation is a driving factor for actions, willingness, and goals. These needs, wants or
desires may be acquired through influence of culture, society, lifestyle, or may be generally
innate. An individual's motivation may be inspired by outside forces (extrinsic motivation) or
by themselves (intrinsic motivation).

Reflection Activities and Review Exercises

1. Explain cognitive, metacognitive, motivation and affective factors of psychological learner-


centered principle of learning in your own words. Cite at least two classroom situations that
apply two principles of these factors.
- Cognitive and metacognitive factors of psychological learner-centered principle of learning
involves learning strategies and cognitive skills like construction of knowledge. Learning is
influenced by environmental factors, including culture, technology, and instructional
practices. The classroom environment, particularly the degree to which it is nurturing or not,
can also have significant impacts on student learning.
- Motivation and affective factors of psychological learner-centered principle of learning
influence both the quality of thinking and information processing as well as an individual's
motivation to learn. It can be influenced by the individual's emotional states, beliefs,
interests and goals, and habits of thinking. The learner's creativity, higher order thinking,
and natural curiosity all contribute to motivation to learn.
-
2. Why is it important for becoming teachers to be aware of the learner-centered psychological
principles for school reform?
- Being aware of learner-centered psychological principles provide a framework for
developing and incorporating the components of new designs for schooling. These
principles emphasize the active and reflective nature of learning and learners. In this way
learners/ student will benefit this kind of approach like improve participation, retention of
knowledge and develops problem solving skills.

3. Do you think that the length of service in teaching guarantees effectiveness in implementing
the learner-centered principles? Defend your answer.
- Length of service in teaching is an advantage in implementing it but for some it cannot
guarantee effectiveness since teachers uses different method and strategies on how to
implement learning-centered principles because implementing LCP requires commitment
in time and effort. Effective teaching involves acquiring relevant knowledge about students
and using that knowledge to inform our course design and classroom teaching. When we
teach, we do not just teach the content, we teach students the content.

4. Make a matrix or table of differences between novice and expert learners.

Novice Learner Expert Learner

Attempt to process all information they Select important information to process:


receive able to breakdown information to
manageable chunks
Satisfied at just scratching the surface; First, try to understand the problem, look
hurriedly gives a solution to the problem for boundaries, and create a mental picture
of the problem
Have limited knowledge in the different Have deeper knowledge in different subject
subject areas areas because they look for
interrelationships in the things, they learn
Do not examine the quality of their work Check their errors and redirect their efforts
nor stop make revisions to maintain quality output

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