ED105-FACILITATINGLEARNERCENTEREDLEARNING

PART5

“Revisiting the 14 Learner-Centered Psychological Principles”

Submitted by the ff:

Monette Enarsico
Chyrra Jane Deocampo
Faith Dyan Arbues
Thea Marie Bacero
Wendy Rose Cantila

Submitted to:
Ma. Cecelia Deocampo, CourseFacilitator

INTRODUCTION

You, the learner, are the center of instruction. The world of instruction revolves around
you. This module is focused on the fourteen (14) principles that pertain to the learner and the
learning process. They focus on psychological factors that are primarily internal to and under the
control of the learner rather than conditioned habits or physiological factors. However, the
principles also attempt to acknowledge external environment or contextual factors that interact
with these internal factors.

The principles are intended to deal holistically with learners in the context of real-world
learning situations. Thus, they are best understood as an organized set of principles; no principle
should be viewed in isolation. The 14 principles are divided into those referring to cognitive and
metacognitive, motivational and affective, developmental and social, and individual difference
factors influencing learners and learning.

CHAPTER 2 Learner-Centered Psychological Principles (LCP)

Specific Objectives
 Explain the 14 principles.
 Advocate the use of the 14 principles in the teaching-learning process
 Advance Organizer

Motivational and Affective Factors

Cognitive and Metacognitrive Factor (6 Principle) (3 Principles)

14
Learner-Centered Principles

Developmental and Social Factors

(2 Principles) Individual Differences Factors
(3 Principles

Discussion

Learner-Centered Psychological Principles

The Learner-Centered Psychological were put together by the American Psychological

Association. The following 14 psychological principles pertain to the learner and the learning
process. The 14 principles have the following aspects:
 They focus on psychological factors that are primarily internal to and under the control
of the learner rather than conditioned habits or physiological factors. However, the
principles also attempt to acknowledge external environment or contextual factors that
interact with these internal factors.
 The principles are intended to deal holistically with learners in the context of real-world
learning situations. Thus, they are best understood as an organized set of principles; no
principle should be viewed in isolation.
 The 14 principles are divided into those referring to (1) cognitive and metacognitive, (2)
motivational and affective (3) developmental and social (4) individual differences
factors influencing learners and learning.
 Finally, the principles are intended to apply to all learners ─ from children, to teachers,
to administrators, to parents, and to community members involved in educational system.
Cognitive and Metacognitive Factors
1. Nature of the learning process
The leaning of a complex subject matter is most effective when it is an
intentional process of constructing meaning from information and experience.
 There are different types of learning processes; for examples habit formation in motor
learning and learning that involves the generation of knowledge or cognitive skills
and learning strategies.
 Learning in school emphasizes the use of intentional processes that students can use
to construct meaning from information, experiences and their own thoughts and
beliefs.
 Successful learners are active, goal-directive, self-regulating and assume personal
responsibility for contributing to their own learning.

2. Goals of the learning process

The successful learners, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
 The strategies nature of learning requires students to be goal-directed.
 To construct useful representation of knowledge and to acquire the thinking and
learning strategies necessary for continues learning success across the life span,
students must generate and pursue personally-relevant goals. Initially, students’ short-
term goals and learning maybe sketchy in an area, but over time their understanding
can be refined by filling gaps, resolving inconsistencies and deepening their
understanding of the subject matter so that can reach longer-term goals.
 Educators can assist learners in creating meaningful learning goals that are consistent
with both personal and education aspirations and interests.
3. Construction of knowledge
The successful learner can link in creating new information with existing
knowledge in meaningful ways.
 Knowledge widens and deepens as students continue to build links between new
information and experiences and their existing knowledge base. The nature of these
links can take a variety of forms, such as adding to, modifying, or recognizing
existing knowledge or skill. How these links are made or developed may vary in
different subject areas, and among students with varying talents, interests and ablities.
However, unless new knowledge becomes integrated with the learner’s prior
knowledge and understanding, this new knowledge remains isolated, cannot be used
most effectively in new tasks, and does not transfer readily to new situations.
 Educators can assist learners in acquiring and integrating knowledge by a number of
strategies that have been shown to be effective with learners of varying abilities, such
as concept mapping and thematic organization or categorizing.
4. Strategies thinking
The successful learner can create and use repertoire of thinking and reasoning
strategies to achieve complex learning goals.
 Successful learners use strategic thinking in their approach to learning, reasoning,
problem solving and concept learning.
  They understand and can use a variety of strategies to help them reach learning and
performance goals, and to apply their knowledge in novel situations.
 They also continue to expand their repertoire of strategies by reflecting on the
methods they use to see which work well for them, by receiving guided instruction
and feedback , and by observing on interacting with appropriate models.
 Learning outcomes can be enhanced if educators assist learners in developing,
applying and assessing their strategies learning skills.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.
 Successful learners can reflect on how they think and learn, set reasonable learning or
performance goals, select potentially appropriate learning strategies or methods, and
monitor their progress toward these goals.
 In addition, successful learners know that to do if a problem occurs or if they are not
making sufficient or timely progress toward a goal. They can generate alternative
methods to reach their goal (or reassess the appropriateness and utility of the goal).
 Instructional methods that focus on helping learners develop these higher order
(metacognitive) strategies can enhance student learning and personal responsibility
for learning.

6. Context of learning
Learning is influenced by environment factors, including culture, techonology and
instructional practices.
 Learning does not occur in a vacuum. Teachers play a major interactive role with both
the learner and the learning environment.
 Cultural or group influences on students can impact many educationally relevant
variables, such as motivation, orientation toward learning and ways of thinking.
 Technologies and instructional practices must be appropriate for learners ‘ level of
prior knowledge, cognitive abilities and their learning and thinking strategies.
 The classroom environment, particularly the degree to which it is nurturing or not,
can also have significant impact on student learning.

Motivational and Affective Factors

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.
 The rich internal world of thought, beliefs, goals and expectations for succes or
failure can enhance or interfere with the learner’s quality of thinking and information
processing.
 Students’ beliefs about themselves a learners and the nature of learning have a
marked influence on motivation. Motivational and emotional factors also influence
both the quality of thinking and information processing as well as an individual’s
motivation to learn.
 Positive emotions, such as curiosity, generally enhance motivation and fcailitate
learning and performance. Mild anxiety can also enhance learning and performance
 by focusing the learner’s attention on a particular task. However, intense negative
emotions (e.g., anxiety, panic, rage, insecurity) and realted thoughts (e.g., worrying
about competence, ruminating about failure, fearing punishment, ridicule, or
stigmatizing labels) generally detract from motivation, interfere with learning, and
contribute to low performance.
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 oprimal
novelty and difficulty, relevant to personal interest, and providing for personal choice
and control.
 Curiosity, flixible and insightful, and creativity are major indicators of the learners’
intrinsic motivation to learn, which is in large part a function of meeting basic needs
to be competent and to exercise personal control.
 Intrinsic motivation is facilitated on tasks that learners perceive as interesting and
personally relevant and meaningful, appropriate in complexity and difficulty to the
learners’ abilities, and on which they believe they can succeed.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-world
situations and meet needs for choice and control.
 Educators can encourage support learners’ natural curiosity and motivation to learn
by attending to individual differences in learners’ perceptions of optimal novelty and
difficulty, relevance, and personal choice and control.
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.
 Effort is another major indicator of motivation to learn. The acquisition of complex
knowledge and skills demands the investment of considerable learner energy and
strategic effort, along with persistence overtime.
 Educators need to be concerned with facilitating motivation by strategies that enhance
learner effort and commitment to learning and to achieving high standards of
comprehension and understanding.
 Effective strategies include purposeful learning activities, guided by practices that
enhace positive emotions and intrinsic motivation to learn, and methods that increase
learners’ perceptions that a task is interesting and personally relevant.
Developmetal and Social Factors
10. Developmental 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.
 Individual learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way.
 Because individual development varies across intellectual, social, emotional and
physical domains, achievement in different instructional domains may also vary.
 Overemphasis on one type of developmental readiness─ such as reading readiness─
may preclude learners from demonstrating that they are more capable in other areas
of performance.
  The Cognitive, emotional and social development of individual learners and how they
interpret life experiences are affected by prior schooling, home, culture and
community factors.
 Early and continuing parental involvement in schooling, and the quality of language
interactions and two-way communication between adults and children can influence
these development areas.
 Awareness and understanding of developmental differences among children with and
without emotional, physical or intellectual disabilities, can facilitate the creation of
optimal learning contexts.
11. Social influences on learning
Learning is influenced by social interactions, interpersonal relations and
communication with others
 Learning can be enhanced when the learner has an opportunity to interact and to
collaborate with others on instructional tasks.
 Learning settings that allow for social interactions and that respect diversity
encourage flexible thinking and social competence.
 In interactive and collaborative instructional contexts, individual have an opportunity
for perspective taking and reflective thinking that may lead to higher levels of
cognitive, social and moral development, as well as self-esteem.
 Quality personal relationships that provide stability, trust and caring can increase
learners’ sense of belonging, self-respect and self-acceptance, and provide a positive
climate of learning.
 Family influences, positive interpersonal support and intruction in self-motivation
strategies can offset factors that interfere with optimal learning such as negative
beliefs about competence in a particular subject, high level of test anxiety, negative
sex role expectations, and undue pressure to perform well.
 Positive learning climates can also help to establish the contest for healthier levels of
thinking, feeling and behaving. Such contexts help learners feel safe to share ideas,
actively participate in the learning process, and create a learning community.
Individual Differences Factors
12. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning that
are a function of prior experience and heredity.
 Individuals are born with and develop their own capability and talents.
 In addition, through learning and social acculturation, they have acquired their own
preferences for how they like to learn and the pace at which they learn. However,
these preferences are not always useful in helping learners reach their learning goals.
 Educators need to help students examine their learning preferences and expand or
modify them, if necessary.
 The interaction between learner differences and curricular and environment
conditions is another key factor affecting learning outcomes.
 Educators need to be sensitive to individual differences, in general. They also need to
attend to learner perceptions of the degree to which these differences are accepted and
adapted to by varying instructional methods and materials.
13. Learning and diversity
Learning is most effective when differences in learners’ linguistic, cultural and
social backgrounds are taken into account.
 The same basic principles of learning, motivation and effective instruction apply to
all learners. However, language, ethnicity, race, beliefs and socio economic status all
can influence learning. Careful attention to these factors in the instructional setting
enhances the possibilities for designing and implementing appropriate learning
environments.
 When learners perceive that their individual differences in abilities, backgrounds,
cultures and experiences are valued, respected and accommodate in learning tasks and
contexts, levels of motivation and achievement are enhanced.

14. Standards and assessment

Setting appropriately high and challenging standards and assessing the learner as
well learning process ─ including diagnostic process and outcome assessment ─ are
integral parts of the learning process.
 Assessment provides important information to both the learner and teacher at all learning
process.
 Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore, appraisal of the learner’s cognitive strength and
weaknesses, as well as current knowledge and skills, is important for the selection of
instructional materials of an optimal degree of difficulty.
 Ongoing assessment of the learner’s understanding of the curricular material can provide
valuable feedback to both learners and teachers about progress towards learning goals.
 Standardized assessment of learner progress and outcomes assessment provides one type
of information about achievement levels both within and across individuals that can
inform various types of programmatic decisions.
 Performance assessments can provide other sources of information about the attainment
of learning outcomes.
 Self-assessments of learning progress can also improve students’ self appraisal skills and
enhance motivation and self-directed learning.
Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:
1. The knowledge base. One’s existing knowledge serves as the foundation of all
future learning. The learner’s previous knowledge will influence new learning
specifically on how he represents new information, makes associations and
filters new experiences
2. Strategies processing and control. Learners can develop skills to reflect and
regulate their thoughts and behaviors in order to learn more effectively
(metacognitive)
3. Motivation and affect. Factors such as intrinsic motivation (from within),
reason for wanting to learn, personal goals and enjoyment of learning tasks all
have a crucial role in the learning process.
4. Development and Individual Differences. Learning is a unique journey for
each person because each learner has his own unique combination of genetic
and environmental factors that influence him.
5. Situation or context. Learning happens in the context of a society as well as
within an individual.

Abstraction Generalization

Facilitating learning should be firmly anchored on the 14 learner centered psychological

principles. The 14 principles espouse that everyone in the learning community is a learner, not
just the student. The clip art above expresses this view that to teach allows you to learn and that
when you have learned well, you can teach well. There is mutuality in learning. Students learn
from teachers. Students learn from one another. And more important for you to remember,
teachers learn from students.

Learner-Centered Instruction Applying the 14 principles, Eggen and Chauchak give us

three characteristics of learner-centered instruction:

1. Learners are at the center of the learning process. The criticisms of direct instruction
have led educators to put more emphasis on the role of the student in the learning process. Many
opted for a more student-centered environment as opposed to the traditional teacher-centered set-
up. Learners are given more choices. Learning activities are designed with the needs, interests
and developmental levels of the learners in foremost consideration.

2. Teacher guides students construction of understanding. The 14 principles were put

together because of the grow in implications of research in cognitive psychology. Teachers in
learner-centered classrooms provide a lot of opportunity for the learners to actively think, figure
out things and learn on their own. The teacher serves more as a facilitator, a "guide on the side"
rather than a "sage on stage."

3. Teachers teach for understanding. Students are placed at the center of the learning
process. The teachers help them to take responsibility for their learning. As a result, students,
through their own active search and experimentation, experience a movement from confusion to
searching for answers, to discovery, and finally to understanding