LEARNER-CENTERED PSYCHOLOGICAL - Learner-centered is also related to the belief, characteristics,

dispositions ansd practices of teqchers-practices primarily created

PRINCIPLES by the teacher.

LEARNER-CENTERED
Task force on Psychology In Education
- Include learners in decision about how and what they learn and
- Appointed by American Psychological Association (APA) in early
how that learning is assessed;
1990s to conduct studies that could further enhance the current
- Value each learner’s unique perspectives;
underdtanding of educators on the nature of the learners about
- Respect and accomodate individual differences in learner’s
teaching and learning process.
background, interest, abilities, and experiences; and
Originally specified twelve (12) fundamental principles about learners - Treat learners as co-creators and partners in the teaching and
and learning that, taken together, provide an integrated perspective on learning process.
factors influencing learning for all learners.
Categories/Domain of the 14 Learner-Centered Psychological Principles
Task Force on Psychology in Education
1. Cognitive and Metacognitive
END GOAL – to improve the existing school practices so that
2. Motivational and Affective
learning becomes more meaningful to all kinds of learning
3. Developmental and Social
becomes becomes meaningful to all kinds of learners.
4. Individual difference
LEARNER-CENTERED
COGNITIVE FACTORS
The perspective that couples a focus on individual learners – their heredity,
- refers to the mental processes the learners undergo as they process
experiences, perspective, backgrounds, talents, interests, capacities and
an information
needs. With a focus on learning – the best available knowledge about
learning and how it occurs and about teaching practices that are most METACOGNITIVE
effective in promoting the highest levels of motivations, learning and
achievement for all learners - concern on the way learners think about their thinking as they
engage in mental task.
- This dual focus then informs and drives educational decision
making. NATURE OF LEARNINGPROCESS
- Learner-centered is a reflection in practice of the learner-Centered The learning of complicated subject matter is most effective when it is an
- Psychological Principles – in the programs, practices, policies, and intentional process of constructing meaning from information and
people that support learning for all. experience.
- The Principles apply to all learners in and outside of school, young
and old.
 Teachers
- play significant role in guiding their learners to become active, goal-
directed, and self-regulating and to assume personal responsibility
for their learning.
- -when planning for lesson plan their lesson and topics, they always
need to consider how they can bring reality in the classroom.
NATURE OF LEARNING PROCESS
Learning activities and opportunities provided by the teachers are very
important situations where learners can integrate knowledge and concepts
to their experience.
Learners need to have a color and concrete inderstanding of knowledge and
concepts presented so that they would also know in what particular
situations they have to apply them.
Learning through experience is the most effective way of teaching.
Intentional learning environment is one that fosters activity and feedback
and creates a culture that promotes metacognition, one in which the
learners becomes aware and use tools to enhace his or her learning process.
GOAL OF THE LEARNING PROCESS
The succesful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.
Learners need to be goal-directed and set their goal not dictated by others
to ensure their willingness to achieve them.
Teachers have to guide learners in terms of determining their personal
goals.
Meaningful learning takes when what is presented to learners is very much
related to their needs and interest.
CONSTRUCTION OF KNOWLEDGE
The successful learners 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 knowledge base.
It would be more effective if the teachers connect the learners existing
knowledge to new information.
Integration of prior experiences to a new concept to be learned is a way of
making connections between what is new and what is already known.
CONSTRUCTION OF KNOWLEDGE
The very heart of constructivism supports that new knowledge is created
from old knowledge.
Teacher should initiate more opportunities for learners to share ideas,
expereiences, observations and readings as the need arises.
Sharing prior knowledge can be in creative strategies like concept mapping,
group activities, and other collaborative techniques where learners can able
to learn from each other’s experiences.
STRATEGIC THINKING
The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.
Successful learners use in approach to learning reasoning, problem solving,
and concept mapping.
Strategic thinking is a person’s ability to use reasoning in different ways to
solve problems, address concerns and issues, decrease difdiculties in certain
situations, and make sound decisions and judgements in varied conditions.
Strategic Thinkers
- don’t easily give up even in difficult situations
- -are more challenged to find ways to solve a problem to matter how
many times they already failed.
- are not affraid to commit mistakes because they perceive them as
meaningful learning experiences to continously discover other ways
of arriving at solutions.

Teachers
- must give opportunities to learn experiment, solve, and explore new
ideas and concepts.
- must motivate and encourage learners to be more creative and
innovate in their ideas opinions, and responses.
THINKING ABOUT THINKING
Successful learners can reflect on how they think and learn set reasonable
learning or performance goals, select potentially appropriate learning
strategies or methods, and monitors their progress towards these goals.
Teachers Challenge
- to develop among students their Higher Order Thinking Skills (HOTS)
where they can evaluate, synthesize, analyze, and interpret varied
concepts, information and knowledge.
Learners develop thinking skills when provided wih opportunitues and
learning experiences to process varied events and situations specially of
given with real problems.
THINKING ABOUT THINKING
Discovery, problems solving, creation and evaluation should be integrated in
students learning experience.
Assessment tool in school should be authentic
Students can make inference, sound judgements, relevant conclusions, and
use their learned knowledge to varied situations.
CONTEXT OF LEARNING
Learning is influenced by environmental factors, including culture,
technology and instructional practices.
Learning doesn’t only take place inside the classroom.
Much of what learners learn in thr classroom can only have meaning once
they see them concretely in their everyday life.
Examples given in the classroom should be a reflection of their actual life
experiences.
Digital tools and instructional practices must be carefully selected to
facilitate a motivatinh, stimulating, and encouraging learning environment
geared toward effective acquisition of knowlede, concept, and skills, among
learners.
Learner Centered Psychological Principles
Motivation is the process that initiates, guides and maintains goal-oriented
behaviours. It is what causes you to act, whether it is getting a glass of water
to reduce thirst or reading a book to gain knowledge.
Affective is usually used in th field of psychology and addresses emotion and
feelings.
7. Motivational and emotional influences on learning. What
and how much is learned is influenced by the learner’s
motivation.
•The rich internal world of thoughts, beliefs, goals, and expectations for
success or failure can enhance or interfere with the learner’s quality of
thinking and information processing.
MOTIVATIONAL AND AFFECTIVE FACTORS
•Students’ beliefs about themselves as learners and the nature of learning
have a marked influence on motivation.
•Positive emotions, such as curiosity, generally improve motivation and
facilitate learning and performance.
8. Intrinsic motivation to learn. The learner’s creativity,
higher-order thinking, and natural curiosity all contribute
to motivation to learn.
 - Too many non-practical subjects.

• Curiosity, flexible and insightful thinking, and creativity are major

- Not prepared for college education.
indicators of the learners’ intrinsic motivation to learn

•Intrinsic motivation is facilitated on tasks that learners perceive as exciting - Too young for labor force.
and personally relevant and meaningful
- No global recognition.
•Intrinsic motivation is also facilitated on tasks comparable to real-world
situations and meet needs for choice and control.

•Educators can encourage and support learners’ natural curiosity and

motivation to learn

9.Effects of motivation and effort.

•Without learners’ motivation to learn, the willingness to exert this effort is

unlikely without coercion.

•Educators need to be concerned with facilitating motivation by strategies

•Effective strategies include purposeful learning activities

RA 10533 ENHANCED BASIC EDUCATION ACT OF

2013
Republic Act 10533 is the Enhanced Basic Education Act of 2013 (Section 1).

- It is an act enhancing the Philippine Basic Education System by

strengthening its curriculum and increasing the number of years for
basic education.

WHO and WHEN?

- The law was approved on May 15, 2013 by former President

Benigno Simeon Aquino III and took it's effect June 8, 2013.

WHY?

- Only country in Asia with 10 years of basic education.

- Poor quality of Education.
 Section 2: Declaration of Policy - Training of School Leadership

“The State shall establish, maintain and support a complete, adequate, and
integrated system of education relevant to the needs of the people, the
country and society-at-large.”
Section 3: Basic Education
Section 8: Hiring of Graduates of Science, Mathematics,
Statistics, Engineering and Other Specialists in Subjects With a Shortage of
Qualified Applicants, Technical-Vocational Courses and Higher Education
Institution Faculty.

“Basic education is intended to meet basic learning needs which provides
the foundation on which subsequent learning can be based. It encompasses
kindergarten, elementary and secondary education as well as alternative
learning systems for out-of-school learners and those with special needs.”
Section 4: Enhanced Basic Education Program
“The enhanced basic education program encompasses at least one (1) year
of kindergarten education, six (6) years of elementary education, and six (6)
years of secondary education, in that sequence. Secondary education
includes four (4) years of junior high school and two (2) years of senior high
school education.”
Section 5: Curriculum Development
Section 9: Career Guidance and Counselling Advocacy
- The DepEd in coordination with DOLE, TESDA, and the CHED shall
regulary conduct career advocacy activities for secondary level.
Section 27 of RA 9258 or "Guidance and Counselling Act of 2004”
Section 10: Expansion of E-GASTPE Beneficiaries
The benefits accorded by Republic Act No. 8545, or the “Expanded
Government Assistance to Students and Teachers in Private Education Act”,
shall be extended to qualified students enrolled under the enhanced basic
education.

- DepEd shall formulate the design and details of the education

curriculum.
- DepEd shall work with CHED and TESDA
- DepEd shall undertake consultation to other national government
agencies and stakeholders.

Section 6: Curriculum Consultative Commitee

- Commission on Higher Education (CHED)

- Technical Education Skills and Development Authority (TESDA)
- Department of Labor and Employment (DOLE)
- Philippine Regulatory Commission (PRC)
- Department of Science and Technology (DOST)
- Information Technology- Business Process Outsourcing (IT-BPO)

Section 7: Teacher Education and Training

- In-service Training on Content and Pedagogy

- Training of New Teachers