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Introduction
This module explicates the 14 learner-centered psychological principles. These principles are categorized into 4 different factors. There are activities provided in this module that will help you strengthen and deepen your understanding once you have understood the topic. To attain this you are expected to read well the lesson so that you don’t find any difficulty in answering the exercises. Reflection is also a part of this module to test how much you have learned.
Create a flyer on the application of the learner-centered principles to increase awareness
- Explain the different learner-centered principles
- List down and explain significant features/information from the 14 principles
14 Learner-Centered Principles
The Learner-Centered Psychological Principles were put together by the American Psychological Association. The following 14 psychological principles pertain to the learner and the learning process.
As you journey on this lesson, you are expected to:
Are you ready for today’s lesson? This time, you are tasked to read the texts below and be able to comprehend it well.
3. Construction of knowledge The successful learner can link 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 skills. How these links are made or develop may vary in different subject areas, and among students with varying talents, interests, and abilities. 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. Strategic thinking The successful learner can create and use a 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 or interacting with appropriate models.
- Learning outcomes can be enhanced if educators assist learner in developing, applying and assessing their strategic 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 link 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 what 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 environmental factors, including culture, technology 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 impacts on student learning.
- 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 and 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 require s 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 over time.
- Educators needs 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 enhance positive emotions and intrinsic motivation to learn, and methods that increase learners’ perceptions that a task is interesting and personally relevant. **Developmental and Social Factors
- Developmental influences on learning** As individuals develop, there are different opportunities and constraints of 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 in different instructional domains may also vary.
- Overemphasis on one type of developmental readiness – such as reading readiness, for example – 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 quality language interactions and two-way communications between adults and children can influence these 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 contexts. 11. Social influences on learning Learning is influenced by social interactions, interpersonal relations and communication with others.
- Learning can be enhanced when the learners 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, 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.
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 accommodated 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 learners as well as learning progress – 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 stages of the learning process.
- Effective learning takes place when learners feel challenged to work towards appropriately high goals; therefore, appraisal of the learner’s 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 learner’s understanding of the curricular material can provide valuable feedback to both learners and teachers about progress toward the 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 student’s self-appraisal skills and enhance motivation and self- directed learning. Summary of 14 principles (Alexander & Murphy)
- 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.
- Strategic processing and control. Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively (metacognition)
- Motivation and affect. Factors such as intrinsic motivation (from within), reasons for wanting to learn, personal goals and enjoyment of learning tasks all have a crucial role in the learning process.
- 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.
- Situation or context. Learning happens in the context of a society as well as within an individual.
Motivational and Affective Factors Individual Differences Factors Directions: Create your own flyers about the 14 learner-centered principles to increase teacher’s awareness. Make at least eleven (11) pieces and have it distribute to teachers you personally know in the DepEd. Provide acknowledgment receipt by reflecting the names and signature of the teacher with whom the flyers are given. Flyers will be printed in 8½ X 11 size of neon paper.
Direction: Write your reflection about the topic in 150 words. From the topic about learner-centered principles, I realized that…
