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Module 2 - Learning Principles

This document outlines 14 learner-centered psychological principles organized into 4 factors: cognitive/metacognitive, motivational/affective, developmental/social, and individual differences. The cognitive principles address how learning involves constructing meaning, linking new and existing knowledge, developing thinking strategies, and understanding thinking processes. The motivational principles note how motivation, emotions, interests, and goals influence learning. The developmental principles recognize influences of physical/social development and social interactions. The individual differences principles acknowledge varied learning strategies and backgrounds among learners.

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Marisol Mipantao
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39 views22 pages

Module 2 - Learning Principles

This document outlines 14 learner-centered psychological principles organized into 4 factors: cognitive/metacognitive, motivational/affective, developmental/social, and individual differences. The cognitive principles address how learning involves constructing meaning, linking new and existing knowledge, developing thinking strategies, and understanding thinking processes. The motivational principles note how motivation, emotions, interests, and goals influence learning. The developmental principles recognize influences of physical/social development and social interactions. The individual differences principles acknowledge varied learning strategies and backgrounds among learners.

Uploaded by

Marisol Mipantao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LEARNER

CENTERED
PSYCHOLOGICAL
PRINCIPLES
FACTORS

Cognitive and Metacognitive


Motivational and Affective
Developmental and Social
Individual Differences
COGNITIVE AND METACOGNITIVE FACTORS

NATURE OF THE CONSTRUCTION OF


LEARNING PROCESS KNOWLEDGE

GOALS OF THE
STRATEGIC THINKING
LEARNING PROCESS

THINKING ABOUT CONTEXT OF


THINKING LEARNING
Nature of the Learning Process
The learning of complex subject matter is most
effective when it is an intentional process of
constructing meaning from information and
experience.
Goals of the Learning Process
The successful learner, over time and with
support and instructional guidance, can create
meaningful, coherent representation of
knowledge.
Construction of Knowledge
The successful learner can link new
information with existing knowledge in
meaningful ways.
Strategic Thinking
The successful learner can create and use a
repertoire of thinking and reasoning strategies
to achieve complex learning goals.
Thinking about Thinking
Higher order strategies for selecting and
monitoring mental operations facilitate
creative and critical thinking.
Context of Learning
Learning is influenced by environmental
factors, including culture, technology, and
instructional practices.
MOTIVATIONAL AND AFFECTIVE FACTORS

MOTIVATIONAL AND EMOTIONAL INFLUENCES


ON LEARNING

INTRINSIC MOTIVATION TO LEARN

EFFECTS OF MOTIVATION ON EFFORT


MOTIVATIONAL AND EMOTIONAL INFLUENCES ON
LEARNING

Motivation to learn is influenced by the


individual’s emotional states, beliefs, interests
and goals, and habits
of thinking.
INTRINSIC MOTIVATION TO LEARN

The learner’s creativity, higher order thinking,


and natural curiosity all contribute to
motivation to learn.
EFFECTS OF MOTIVATION ON EFFORT

Acquisition of complex knowledge and skills


require extended learner effort and guided
practice.
DEVELOPMENTAL AND SOCIAL FACTORS

DEVELOPMENTAL INFLUENCES ON
LEARNING

SOCIAL INFLUENCES ON LEARNING


DEVELOPMENTAL INFLUENCES ON
LEARNING
Learning is most effective when differential
development within and across physical,
intellectual, conditional, and social domains is
taken into account.
SOCIAL INFLUENCES ON LEARNING

Learning is influenced by social interactions,


interpersonal relations, and communication
with others.
INDIVIDUAL DIFFERENCES FACTORS

INDIVIDUAL DIFFERENCES IN
LEARNING

LEARNING AND DIVERSITY

STANDARDS AND ASSESSMENT


INDIVIDUAL DIFFERENCES IN LEARNING

Learners have different strategies,


approaches, and capabilities for learning that
are a function of prior experience and
heredity.
LEARNING AND DIVERSITY

Learning is most effective when differences in


learners’ linguistic, cultural, and social
backgrounds are taken into account.
STANDARDS AND ASSESSMENT

Setting appropriately high and challenging


standards and assessing the learner as well as
learning progress, are integral parts of the
learning process.
SUMMARY OF 14 PRINCIPLES
(Alexander&Murphy)

The knowledge Motivation and


base affect
Situation or
Strategic processing context
and control

Development and individual


differences
PRINCIPLES IMPLICATIONS ON TEACHING
1. Nature of the Learning
Process
2. Goals of the Learning
COGNITIVE AND Process
METACOGNITIVE
FACTORS 3. Construction of knowledge

4. Strategic Thinking

5. Thinking into thinking

6. Context of learning

1.
Motivational and
Affective

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