LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES conduct further studies in both psychology and education.

The
purpose of this group was to conduct studies that could further
It is not about what teachers cover; it is about what students
enhance the current understanding of educators on the nature of the
discover.
learners about the teaching and learning process. The end goal was
INTRODUCTION to improve the existing school practices so that learning becomes

Psychology plays a very important role in understanding the more meaningful to all kinds of learners.

teaching and learning process. Many innovations in the learning The 14 Learner-Centered Psychological Principles are
process have been made possible because of the contributions of categorized as follows: (1) cognitive and metacognitive factors; (2)
psychology. Psychology is a branch of science that studies human motivational and affective; (3) developmental and social; and (4)
behavior, and helps educators and teachers to understand the nature individual difference factors. All these principles influence the
of diversity of learners. Teachers are now more confident and teaching and learning process (APA, 1997).
competent to teach because of a deep understanding of their
learners. They can facilitate learning according to the learners’ needs.
History has been witnessed as to how concepts, information, and COGNITIVE AND METACOGNITIVE FACTORS
studies in psychology have helped immensely in understanding the
Cognitive factors refer to the mental processes the learners
nature of the human being. They are bases for innovations and
undergo as they process information. The way learners think about
reforms in teaching. Teaching strategies are made more appropriate
their thinking as they engage in mental tasks is the concern of the
for every learner. Part of human nature is learning, which has been
metacognitive factors.
made interesting because of the application of knowledge obtained
from psychology. 1. NATURE OF LEARNING PROCESS
The learning of complex subject matter is most
In the early 1990s, the American Psychological Association
effective when it is an intentional process of constructing
(APA) appointed a group, a Task Force on Psychology in Education, to
meaning from information and experience.
 Teachers play a significant role in guiding their Learners need to be goal-directed. Teachers have to
learners to become active, goal-directed, and self-regulating, guide learners in terms of determining their personal goals.
and to assume personal responsibility for their learning. The They need to set their goals, not dictated by others,
learning activities and opportunities provided by the teacher to ensure their willingness to achieve them. Meaningful
are very important situations where learners can integrate learning takes place when what is presented to learners is
knowledge and concepts to their experiences. Whenever very much related to their needs and interests. When
teachers plan their lessons and topics, they always need to learners have good understanding of the concepts discussed
consider how they can bring reality in the classroom. in school, they can reach long-term goals most likely. Indeed,
Learners need to have a clear and concrete understanding of it is challenging to motivate learners to succeed.
knowledge and concepts presented so that they would also
know in what particular situations they have to apply them. 3. CONSTRUCTION OF KNOWLEDGE
Learning through experience is the most effective way of The successful learner can link new information with
teaching. An intentional learning environment is one that existing knowledge in meaningful ways.
fosters activity and feedback and creates a culture that In planning a new lesson to be presented, teachers
promotes metacognition, that is, one in which the learner would usually find it more effective when they connect the
becomes aware of his or her learning process and can use learners existing knowledge to new information. The
tools to enhance this learning process (Bereiter & integration of prior experiences to a new concept to be
Scardamalia, 1989). learned is a way of making connections between what is new
and what is already known. That new knowledge is created
2. GOALS OF THE LEARNING PROCESS from old knowledge is the very heart of constructivism.
The successful learner, over time and with Teachers should initiate more opportunities for learners
support and instructional guidance, can create meaningful, to share ideas, experiences, observations, and readings as
coherent representations of knowledge. the need arises. Sharing prior knowledge can be done in
 creative strategies like concept mapping, group activities, and creative and innovative in their ideas, opinions, and
other collaborative techniques where learners are also able responses are musts for teachers.
to learn from each other's experiences.
5. THINKING ABOUT THINKING
4. STRATEGIC THINKING Higher-order strategies for selecting and monitoring
The successful learner can create and use a repertoire mental operations facilitate creative and critical thinking.
of thinking and reasoning strategies to achieve complex One of the most challenging roles of the teachers is
learning goals. to develop among their learners' higher order thinking skills
Strategic thinking is a person's ability to use (HOTS). It means that their learners can do evaluation,
knowledge in different ways to solve problems, address synthesis, analysis, and interpretation of varied concepts,
concerns and issues, decrease difficulties in certain information, and knowledge. As previously mentioned,
situations, and make sound decisions and judgments in learners develop their thinking skills when they are provided
varied conditions. Strategic thinkers do not easily give with opportunities and learning experiences to process
up even in difficult situations. They are more challenged varied events and situations, specifically if given real
to find ways to solve a problem no matter how many times problems. This context means that aside from mastering
they already failed. They are not afraid to commit information, discovery, problem-solving, creation, and
mistakes because they perceive them as meaningful evaluation should also be integrated into their learning
learning experiences to continuously discover other experiences. Assessment tools in school should be
ways of arriving at solutions. Teachers are supposed authentic. Students can make inferences, sound judgments,
to give them as many opportunities to learn, and relevant conclusions, and use their learned knowledge to
experiment, solve, and explore new ideas and concepts. varied situations. HOTS are very much needed in this fast-
Thus, to motivate and encourage the learners to be more changing world.
6. CONTEXT OF LEARNING 1. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON
Learning is influenced by environmental factors, LEARNING
including culture, technology, and instructional practices. What and how much are learned are influenced by
Learning does not only take place inside the the learner's motivation.
classroom. Much of what learners learn in the classroom with Motivation to learn is influenced by the individual’s
their teachers can only have meaning once they see them emotional stat beliefs, interests and habits of thinking.
concretely in their everyday life. Examples given in the Motivation plays a very important role in learning. It pertains
classroom should be a reflection of their actual life to an individual's inner drive to do something, accomplish
experiences. The digital tools and instructional practices something, pursue a goal, learn, and master a skill, or just
must be carefully selected to facilitate a motivating, discover without necessarily being forced or pushed by
stimulating, and encouraging learning environment geared anyone. The level of one’s motivation would also
toward effective acquisition of knowledge, concepts, and determine the extent of his or her ability to accomplish
skills among learners. desired tasks. The way teachers motivate their learners is
then crucial to make them actively engaged in the learning
MOTIVATIONAL AND AFFECTIVE FACTORS process.
How the learners push themselves to learn and how In lesson planning, the motivation part of the lesson
they value learning are the concerns of the motivational sets the positive mindset of the learners. No matter how new,
factors. Meanwhile, the affective factors relate to the challenging, and technical a topic is, if the level of their
attitude, feelings, and emotions that learners put into the motivation is high, they would always find the interest to
learning task. participate and get themselves engaged. Meanwhile, if there
were no efforts to motivate learners, then, there would also
be no engagement to learning.
 Teachers and parents' encouragements, praises, and As teachers and mentors, the most important way to
rewards can boost the learner’s confidence. They can also motivate the students to learn is to present the value of that
establish positive emotional states and good habits of knowledge or concept to their life. Learning is not only about
thinking in individuals. Learners will always feel that getting good grades or complying with requirements, but it is
mistakes and errors are normal parts of learning. more of knowing why they need to learn such and to what
Teachers should also use learning materials and strategies specific instances in their lives that they would be able to use
that would eradicate learners ‘anxiety, panic, and even them. When what is being taught to the students is presented
insecurities. creatively, it stimulates their HOTS, enhances their curiosity,
and heightens their interest to learn more about it. Teaching
2. INTRINSIC MOTIVATION TO LEARN strategies that allow personal choice and control,
The learner's creativity, higher-order thinking, and collaboration, and creation for learners contribute to a more
natural curiosity all contribute to the motivation to learn. heightened intrinsic motivation for learning.
There are two kinds of motivation - intrinsic and
extrinsic motivation. Intrinsic motivation is manifested when 3. EFFECTS OF MOTIVATION ON EFFORT
an individual engages in an activity or task that is personally Acquisition of sophisticated knowledge and skills
gratifying. It is personally rewarding, and there is no requires extensive learner's effort and guided practice.
expectation for any external or tangible reward. Extrinsic The learners' motivation to learn is also partnered by
motivation, meanwhile, is its direct opposite. A person their extended efforts. Teachers facilitate learning
engages in a task or activity to earn external rewards or to opportunities and experiences that encourage learners to
avoid punishments in some situations. Intrinsic motivation is exert time and effort and at the same time commitment and
stimulated by tasks of optimal novelty and difficulty, relevant enthusiasm toward a task they have to do and a concept they
to personal interests, and providing for personal choice and have to learn. It is through the teachers' encouragement that
control.
they will have to do tasks with quality and not just for to be effective. Cognition is triggered by the varied
compliance's sake. types of motivation used by teachers and the strategies
Teachers can praise works that have been done well. they use to build a more positive affect among the learners.
They can also acknowledge every little achievement of a Likewise, prior knowledge has been found useful in
person. Teachers can use the students' errors or mistakes as the learners’ metacognitive thinking. The stock
opportunities for mentoring. All these raise a person's knowledge and skills have developed greater confidence for
motivation to learn. Positive emotions establish in the the learners to hurdle the task-in the planning of the
classroom as well as with others make learning interesting strategies to solve a task, in their monitoring of their solving
for everybody in general. The learning environment can also processes, and in evaluating their output. Based on common
foster positive emotions when there is no competition experiences by teachers, learners achieve more if they exert
between and among learners, and numeric grades are just effort in the tasks given to them. The teachers should
secondary considerations as pieces of learning. consider all the major elements of the cognitive and
metacognitive factors of learning as follows: nature of
EXPERIENCE the learning process, goals of the learning process,
Learners acquire knowledge and skills from the construction of knowledge, strategic thinking, thinking about
experiences that they actively engage in. This scenario thinking, and the context of learning. Each teacher's
demands the teachers to be in an active role as well to effect learning plan should be carefully checked as to its
the intended positive changes to the learners. Initially, appropriateness and effectiveness in lesson delivery.
teachers' awareness of students' background or Mentoring of new teachers by seasoned teachers should also
characteristics is vital input in instructional design. be a good practice that needs to be observed in schools.
Common experiences shared by teachers in seminars Teachers have best practices in motivating and stimulating
and trainings reveal the varied methodologies and their learners depending on their age and grade levels.
strategies they have proven in their action researches Sometimes, extrinsic motivation works effectively among
 those in the lower grades, like giving tokens, stars, or any Often, some learners are not learning well because there is a
tangible reward. As they progress from one grade level to mismatch between the learning activity and the learners'
the other, teachers also modify motivation from being developmental stage. Teachers are persons and professionals
extrinsic to intrinsic because they are now becoming more who should be knowledgeable of the various developmental
matured learners. Their interests as well as the commitment milestones of learners. They should not be working alone
to finish their tasks are now more critical rather than just the along instructional planning. They should always collaborate
concrete rewards. with the school administrators, guidance counselors,
learners' parents, guardians, and even family. Specifically,
DEVELOPMENTAL AND SOCIAL FACTORS teachers should always look into the readiness of the learners
Development and social factors as well as individual through keen observations, diagnostic tools, authentic
differences are considered critical factors in the capacity of assessments, and the like. All of these will help to create
learners to engage in learning. These principles include the optimal learning contexts and environment.
following:
2. SOCIAL INFLUENCES ON LEARNING
1. DEVELOPMENTAL INFLUENCES ON LEARNING Learning is influenced by social interactions,
As individuals develop, there are different interpersonal relations, and communication with others.
opportunities and constraints for learning. Collaboration is a 21st century skill. All learners
Learning is most effective when differential should learn the skill of working with other sin an
development within and across physical, intellectual, instructional setting. This ability will prepare them for the
emotional, and social domains is taken into account. real world where they are expected to interact effectively to
Knowledge on the physical, intellectual, emotional, and social a community of diverse people. Collaborative skills
domains of the learners is an excellent springboard for encompass social interactions, interpersonal relations, and
planning learning activities, materials, and assessment. communication. Learning activities in the classroom should
offer opportunities for such collaborative skills. Group works, abilities, which are the effects of both experience and
group dynamics, as well as group tasks are examples of heredity. Theories on multiple intelligences, learning
situations where such can be developed. When learners work styles and the differentiated instructions are all to be
with their peers and classmates, they learn to appreciate and considered when planning the delivery of lessons.
respect diversity. They practice their listening skills and at Teachers assist and support their learners in identifying
the same time consider each other's perspectives and their most effective learning style, dominant intelligence,
contributions on the task to be completed. When adequately skills, and potentials, and help them identify the ways
facilitated by the teacher, this ability contributes to a positive and means on how they can use them to maximize
and healthy learning such as respect for each other's learning. Current trends in teaching encourage teachers
opinions, give-and-take relationships, and taking to apply concepts on multicultural teaching,
responsibility for assigned tasks to develop the interpersonal differentiated instruction (D), and the Universal Design
relationships of the learners for Learning (UDL). All these principles support the
premise that teachers should be creative, innovative, and
INDIVIDUAL DIFFERENCES FACTORS supportive of the individual differences of their learners.
These trends in teaching offer various, options and ways
1. INDIVIDUAL DIFFERENCES IN LEARNING
by which diversity can best be used for meaningful
Learners have different strategies, approaches, and
teaching and learning.
capabilities for learning that are a function of prior
experience and heredity.
2. LEARNING AND DIVERSITY
Diversity is a natural part of life. The learning
Learning is most effective when differences in
environment is the best example where diversity is
learners" linguistic, cultural, and social backgrounds are
manifested between and among learners. Each learner
taken into account.
has his or her learning style, intelligence, potential, skills,
talents, learning preferences, as well as cognitive
 Multicultural teaching encourages teachers to 3. STANDARDS AND ASSESSMENT
consider their learners' linguistic, cultural and social Setting appropriately high and challenging standards
backgrounds. Language can be a barrier in learning when and assessing the learner as well as the learning
learners cannot express themselves properly and when progress-including diagnostic, process, and outcome
the learning material is not also related to their social assessment-are integral parts of the learning process.
context. Examples given may be too vague or abstract Assessment and evaluation are essential pats of the
because their most specific application cannot be found teaching and learning process. The results of
outside of the school. Cases and situations should be assessments conducted are used to gauge the learners'
contextualized and localized. When learners find that strengths, weaknesses, imitations, and areas of
their lessons are also concretely seen in their places and difficulties. Teachers can also determine what kind of
are closely related to their environment, the more they support and scaffold the learners need. This process also
can appreciate learning. Culture makes one person includes knowing which instructional material would
distinct from other people. Students manifest best assist a learner for better school performance.
differences in language, values, belief systems, and way
Assessment should be an ongoing process. Whether
of life. An inclusive classroom is one that welcomes and
it was formative or summative, results should be used as
respects these differences, which are incorporated into
a means of improving the teachers' strategies and
their learning activities. They are also used as actual
techniques in teaching. Low results may not always be
examples of concepts presented during discussions.
attributed to students' negligence and difficulties but
Students do not feel discriminated upon and ridiculed
may also be because the teacher's strategy was not
because of their uniqueness as an individual. When each
effective during the delivery of the lesson. Assessment,
learner feels valued, accepted, and appreciated for what
therefore, is for both the teacher and learner.
he or she is, this affirmation contributes to a positive
learning environment.
EXPERIENCE A classroom is a place where diversity is appreciated
Teaching is a complex process. It can be observed and respected. It is never a place where learners are
that there are teachers who enter their classrooms discriminated upon or ridiculed because of their unique
without much preparation on how they could make way of life, social background, beliefs, value systems, and
learning more interesting and engaging in varied kinds of traditions.
learners. It is the very reason why institutions preparing
pre-service teachers at present have continuously
introduced innovations on their teacher education
programs to prepare them for this complex task. The
teachers are immersed as much as possible to actual
classroom situation so that at an early stage of their
training, they can already see the realities in the teaching
and learning process.
Teachers learn from their experiences as teachers
because they meet different kinds of learners every day.
The learners' developmental stages are highly
considered. Teachers prepare them for more difficult
tasks but in a meaningful and interesting way. Learners
are individually different from each other. Some are fast
learners; some are quite slow, too. Teachers should then
derive ways and means on how both groups can be
assisted.