Module II: Learner Centered Psychological Principle

Objectives:
at the end of the lesson the students can;

 identify and explain the 14 learner-centered psychological principle;

 advocate the use of these principles in the teaching learning process; and
 understand the learner-centered principle.

DEFINITION OF TERMS

Psychological- affecting, or arising in the mind; related to the mental and emotional state of a
person.

Developmental- the systematic improvement or advancement of skills, structures, or

systems, emphasizing gradual and progressive change.

Cognitive- refer to the mental actions or strategies that individuals use to acquire knowledge
and understanding, such as thinking, knowing, remembering, judging, and problem-solving.

Meta- cognitive- it is "thinking about thinking" and involves a higher level of self-awareness
regarding one's cognitive activities.t or advancement of skills, structures, or systems,
emphasizing gradual and progressive change.

Introduction

You, the learner, are the centered of instruction. the world of instruction revolves around you
this module is focused on the (14) principles that run through the (25) module of this book.

Abstraction generalization
Learner centered psychological principles
The learner centered psychological principles were put together by the American
psychological association. The following 14 psychological principles certain to the learner
and the learning process.

The 14 principles have the following aspects

•They focus on psychological factors that are primary internal to the under the control of the
learner rather than conditions habit or psychological factors. However the principles also
attempt to acknowledge external environment or contextual factors that interact with this
internal factors.
•The principles are intended to deal holistically with learners and the context of real world
learning situation. Thus, they are best understood as an organized set of principles; no
principles should be viewed in isolation.

•The 14 principles are divided into those referring to (1 )cognitive and meta-cognitive, (2)
motivational and affective (3) developmental and social, and (4) individual differences
factors influencing learner and learning.
•Finally the principle are intended to apply to all learners from children to teachers to
administrators to parents and to the community members involved in our educational system.

Cognitive and meta-cognitive factors

1. 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.

•There are different types of learning process: for example, habit information and motor
learning and learning that involves the generation of knowledge or cognitive skills and
learning strategies
•Learning in school emphasize the use of intentional processes that student can use to
construct meaning from information, Experiences and their own thoughts and beliefs.
•Successful learners are active, goal directed, self-regulating and assume personal
responsibility for contributing to their own learning.

2. Goals of the learning process

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

•The strategic nature of learning requires student to be goal directed.

•To construct useful representation of knowledge and to acquire the thinking and learning
strategies necessary for continued learning success across the lifespan, student must generate
and pursue personally- relevant goals. Initially, students' short term goals and learning may
be sketchy in an area, but overtime their understanding can be refined by filling gaps,
resolving inconsistencies and deepening their understanding of the subject matter so that they
can reach long term goals.
•Education can assist learners in creating meaningful learning goals that can consistent with
both personal and educational aspiration and interests.

3. Construction of knowledge
The successful learner can link new information with existing knowledge and meaningful
ways.

•Knowledge wide’s and deepens as student continue to build links between new information
and experience and their existing knowledge base. The nature of this links can take a variety
of forms, such as adding to, modifying or reorganizing existing knowledge or skills. How this
links are made or developed may vary in different subject areas, and among students with
varying talents, integrated with the learner’s prior knowledge and understanding, this new
knowledge remains isolated, cannot be used most effectively in new task 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. Strategic thinking
The successful learner can create and use a repertoire all thinking and reasoning strategies
to achieve conflicts learning goals.

•successful learning use strategic thinking and 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 and novel situations.
•They also continue to expanded repertoire of strategies by reflecting on the methods they use
see which work well for them by receiving guide instruction and feedback, and by observing
or interacting with appropriate models.
•Learning outcomes can be enhanced if educator assist learning and developing, applying and
assessing their strategic learning skills.

5. Thinking about thinking

Higher order strategies for selecting and monitoring mental operation 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 method and monitor
their progress towards this goals.
•In addition, successful learners know what to do if a problem occurs or if they are not
making sufficient or timely progress towards 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 this higher order
(metacognitive) strategies can enhance student learning and personal responsibility for
learning.

6. Context of learning
Learning is influenced by environmental factors, including cultures, technology and
instructional practices.

•Learning does not occur in a vacuum. Teachers play a major interactive rule with both and
learning and the learning environment.
•Cultural or group influences on students can impact many educationally relevant variables,
such as motivation, orientation towards learning and ways of thinking.
•Technologies and instructional practices must be appropriate for learner’s 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 influence on learning
What and how much is learned is influenced by the learner's motivation. Motivation to learn,
in turn, is influenced by the individuals emotional states, beliefs, interests and goals, and
habits of thinking.

•The rich internal world of thoughts, beliefs, goal and expectation for success or failure can
enhance or interfere with the learner's quality of thinking and information processing.
•Students beliefs about themselves as 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 individuals motivation to learn.
•Positive emotions, such as curiosity, generally enhance motivation and facilitate learning
and performance. Mild anxiety can also enhance learning and performance by focusing the
learners attention on a particular task. However, intense negative emotion ( 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 learners creativity higher order thinking and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is stimulated by task of optimal nobility and
difficulty, relevant to personal interests, and providing for personal choice and control.

•Curiosity, flexible and insightful thinking and creativity are major indicators of the learners
intersect motivation to learn, which is an large part of function of meeting basic needs to be
competent and to be exercised personal control.
•Intrinsic motivation is facilitated on task that learners perceive as interesting and personally
relevant and meaningful, appropriate and complexity and difficulty to the learners ability and
on which they believe they can succeed.
•Intrinsic motivation is also facilitated on task that are comparable to real world situation and
meet need needs for choice and control.
•Educators can encourage and support learners natural curiosity and motivation to learn by
attending to individual differences and learners perceptions of optimal nobility 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 guide
practice. Without learners motivation and learn, the willingness to exert this effort is unlikely
without coercion.

•Effort is another major indicator of motivation to learn. The acquisition of conflicts

knowledge and skills demands the investment of considerable learner energy and strategic
effort, along with persistence over time.
•Educators need to be concerned with facilitating motivation by strategies that enhance
learner effort and commitment to learn and to achieving high standards of comprehension and
understanding.
•Effective strategies include purposeful learning activities, guided by practices that enhance
positive emotion and intrinsic motivation to learn, and methods that increase learner's
perceptions that a task is interesting and personally relevant.

Developmental 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.

•Individuals 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 and 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 and 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
interaction and two-way communication between adults and children can influence this
developmental areas.
•Awareness and understanding of developmental differences among children with and
without emotional, physical or intellectual disabilities, can facilitate the creation of optimal
learning context.
11. Social influences on learning
Learning is influenced by social interaction, 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 setting that allow for social interaction and that respect diversity encourage flexible
thinking and social competence.
•In interactive and collaborative instructional context, individuals 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 relationship that provides stability, trust and caring can increase learners
sense of belonging, self respect and self acceptance, and provide a positive climate for
learning
•Family influences, positive interpersonal support and instruction in self motivation strategies
can offset factors that interfere with optimal learning such as negative beliefs about
competence in particular subject, high levels of test anxiety, negative sex rule expectations,
and undue pressure to perform well.
•Positive learning climates can also help to establish the context for healthier levels of
thinking, feeling and behaving. Such context help learners feel safe to share ideas, actively
participate in the learning process, and create a learning community.

Individual differences factors

12. Individual difference and 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 capabilities 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 this
preference are not always useful in helping learners reach their learning goals.
•Educators need to help student examine their learning preferences and expand or modify
them, if necessary
•The interaction between learning differences and curricular and environmental 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 adopted to
buy varying instructional methods and materials.

13. Learning and diversity

Learning is most effective when differences in learning linguistic cultural and social
backgrounds are taking into account.

•The same basic principles of learning, motivation and effective instruction apply to all
learners. however, language, ethnicity, race, beliefs and socioeconomic status all can
influence learning. Careful attention to this factors in the constructional setting enhance the
possibilities for designing and implementing appropriate learning environments.
•When learners perceives that their individual difference and abilities backgrounds, cultures
and experience are valued, respect and accommodated in learning task and contexts, levels of
motivation and achievement are enhanced.

14. Standards and assessments

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.
•Assessment provides important information to both and learning and teacher at all stages of
learning process
•Effective learning takes the place when learners Phil challenged two world towards
appropriately high goals; therefore appraisal of the learners cognitive strengths 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 learners understanding of the curricular materials can provide
valuable feedback to both learners and teachers about progress towards the learning goals.
•Standardized assessment of learning progress and outcomes assessment provide one type of
information about achievement levels both within and across individuals that can inform
various types of programmatic decision
•Performance assessments can provide other source of information about the attainment of
learning outcomes.
•Self assessment of learning progress can also improve student 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 serve as the foundation of the future
learning. Specifically on how he represents new information makes associations and filters
new experience
2. Strategic processing and control. Learners can develop skills to reflect and regulate their
thoughts and behaviors in order to learn more effectively (meta-cognition)
3. Motivation and affect factors such as intrinsic motivation ( from within) reasons for
wanting to learn, personal goals and enjoyment of learning task all have a crucial role in
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.

References:
 Rungduin, Teresita T PhD, Rico, a. Corazon P Phd & Aggarao, Marivilla Lydia B Rex Book
Store
 (2021) Facilitating- learning - centered Teaching (first Edition)
 ED 105: Facilitating Learner-Centered Teaching
A.Y. 2024-2025

Module II: Learner Centered Psychological Principle