Learner-Centered Psychological Principles

14 Learner-Centered
Psychological Principles

Cognitive and Individual

Metacognitive Differences Factors
Factors

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Motivational and Developmental and
Affective Factors Social Factors

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1. Nature of the 12. Individual

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learning process differences in
learning

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2. Goals of the 7. Motivational 10. Developmental
learning process and emotional influences on
influences on 13. Learning and
learning
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learning diversity
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vi y re

3. Construction
of knowledge 8. Intrinsic 11. Social 14. Standards and
motivation to influences on assessment
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learn learning
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4. Strategic
thinking
9. Effects of
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motivation on
effort
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5. Thinking
about thinking
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6. Context of
learning

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 Learner-Centered Psychological Principles

Cognitive and metacognitive factors

1. Nature of the learning process

For me, this means that learning for students must not be just because he/she is ought to learn
so he/she can pass. It should be more than that. He/she should be willing and intends to learn by
constructing meaning from information and experiences.

2. Goals of the learning process

This means that learning for students should be goal-directed. One must learn for the purpose of
something to make it more meaningful.

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3. Construction of knowledge

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This means that knowledge can be widened and deepened as learners build relationships
between new information and experiences and their existing knowledge. This would help strengthened

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what one already knows and what is just newly learned.
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4. Strategic thinking

This means that learners can increase strategies in reaching learning and performance goals and
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be able to apply their knowledge in real life situations with proper guidance. As teachers, we must be
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able to help our students engage in more complex thinking and reasoning.
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5. Thinking about thinking

This means that learners can reflect on what they know about things and be able to set
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reasonable goals, select appropriate strategies and monitor their own progress towards achieving their
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goals. Teachers must guide learners to be able to develop higher order thinking.

6. Context of learning
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Learning is not dependent only on teachers. It relies on the learner and the learning
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environment as well. These three work hand in hand to achieve successful learning process. This means
that the learner himself must be willing to learn and that the learning environment must be conducive to
learning.
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Motivational and affective factors

7. Motivational and emotional influences on learning

A learner’s motivation and emotions play a huge role on what and how much is learned. No
matter how hard a teacher tries to teach, if a teacher fails to take into account helping the learner be

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 motivated, everything will be useless. Positive emotions should also always be considered to ensure
successful learning.

8. Intrinsic motivation to learn

This means that as educators we can encourage and support a learner’s natural curiosity and
motivation to learn by attending to individual differences in learners’ perceptions.

9. Effects of motivation on effort

This means that efforts are also an indicator of a learner’s motivation to learn. As educators, we
must facilitate students to enhance their efforts and commitment to learn.

Developmental and social factors

10. Developmental influences on learning

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As educators, we must be aware and be able to understand that there may be differences on

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learner’s development within and across physical, intellectual, emotional and social domains. All these

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must be taken into account.

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11. Social influences on learning
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This means that we should be open to giving opportunities our learners to interact and
collaborate with one another on instructional tasks. This would help learning for our students.
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Individual differences factors

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12. Individual differences in learning

There is no one exactly alike. This is also applicable to learners. Each learner is different and are
born with and develop their own capabilities and talents. Each has different strategies, approaches and
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capabilities to learning. As educators we need to be sensitive to our students’ differences.

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13. Learning diversity

As educators, we must value, respect and accommodate our students’ individual differences so
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our learners are more motivated to learn despite their differences.

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14. Standards and assessment

Challenging students through standards and assessments are integral parts of the learning
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process. As educators we must always challenge our learners to do more and achieve morewith what
they can do.

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