Name: Ronibe B.

Malingin
Subject: EDUC 101 (MWF 7:15-8:15)
Instructor: Doc. Professor Annbeth Calla

1.What is learner?
So for me, a learner is a person who learns and a person who is trying to gain
knowledge or skill in something by studying, practicing, or being taught. The synonyms
for this are student, pupil, and scholar. In school, we have different types of learners.
We have visual learners who understand best when they see information. Visual
students like diagrams, flowcharts, and graphs. Also, we have auditory learners who
tend to prefer listening to information rather than reading it or seeing it visually
displayed. Furthermore, we have kinesthetic learners, who are the most hands-on
learning type. 
2. What are the 14 Learner centered Psychological Principles
The learner-centered psychological principles were put together by the American
Psychological Association. The 14 psychological principles that pertain to the learner
and the learning process have the following aspects: These 14 principles are divided
into those referring to cognitive and metacognitive (6 principles), motivational and
affective (3 principles), developmental and social (2 principles), and individual
differences (3 principles) influencing learners and learning.
The principle is also intended to apply to all learners—from children, to teachers,
to administrators, to parents, and to community members involved in our educational
system. Furthermore, these learner-centered principles are principles that talk about
effective ways of facilitating a learner-centered classroom or focusing on your students’
individual differences while providing them with a high-quality education.

COGNITIVE AND METACOGNITIVE FACTORS

Cognitive Factors- refer to the mental processes the learners undergo as they process
an information.
Meta-cognitive Factors- concerns the way learners thinking as they engage in mental
task.

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.
“In short, the learning process must be an intentional process and not force the student
to learn. It must come from intrinsic motivation or the authentic self that they want to
learn from. That’s why in public elementary school, you cannot force some students to
learn without knowing if they’re ready to learn. If the student is ready to learn or it
comes to their intentions to learn, then they will become an active participant in the
teaching and learning process”.
2. Goals of the learning process
The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representations of knowledge.
“Each of us has goals to achieve. For example, in our lesson plan, it states our lesson
objectives, and these objectives must be coherent with the goals of the school. Also, in
the lesson plan, we have 3 objectives: cognitive, affective, and psychomotor. So the
child will be guided by the objectives stipulated in our lesson plan. The student will
know what they need to achieve in that particular lesson. Also, as a teacher, let us help
our learners know what it is that they really want to do, and what it is they really want to
achieve in their lives.
 3. Construction of Knowledge
The successful learner can link new information with existing knowledge in meaningful
Ways.
“In short, you need to connect what you have learned in the past with the present
knowledge that you have. For example, if a grade 3 student has a science subject, the
teacher will teach about the organs of the human body. However, as he progresses to
grade 4, the teacher will discuss organs of the human body with increasing complexity.
So, the student could have been able to use the prior knowledge when he was in grade
3.”
4. Strategic Thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
“In cognitive , we have these called “strategic variables,” wherein the student will think
of certain strategies to solve some problems. Also, for us to make easier to learn
something, we must know how to strategize. You must know how to use our reasoning
skills, problem-solving and conceptual learning skills. For example, in the Math subject,
because our teacher will give us a problem, we will be the ones who find ways or find a
solution and use strategies to solve that problem.”
5. Thinking about Thinking
Higher order strategies for selecting and monitoring mental operations to facilitate
creative and critical thinking.
“It’s metacognition. For example, we frequently ask ourselves, “Am I learning?” “What
are my strengths and weaknesses?” and “How can I turn my weakness into a
strength?”So if you keep asking those questions, therefore, you are making use of
thinking about thinking or meta cognition. That’s why we need to apply this to our
school and we have the essay writing. We tend to ask our students what the things they
have learned. Therefore, they tend to reflect on the process as they reflect on what they
could have learned from it”.
6. Context of Learning
Learning is influenced by environmental factors, including culture, technology
and instructional practices.
“Learning is influenced by situations. For example, if you are in the mountains where
your school is located, you cannot expect the technology to work 100% of the time
because there is no signal. So there’s the factor of technology or learning situation.
Aside from this, the culture of the students would be affected if you, as a teacher, were
not inclusive of other students. This would affect the learning of the students”.

MOTIVATIONAL AND EFFECTIVE FACTORS

Motivational factors- it is how the learners push themselves to learn and how they
value learning
Affective factors-relate to the attitude, feelings and emotions that the learners put into
the learning task.

1. Motivational and emotional influences on learning.

What and how much is learned is influenced by the learner’s motivation.
Motivation to learn, in turn, is influenced by the individual’s emotional states,
beliefs, Interests and goals, and habits of thinking.
“So, it means that when you’re happy, you are highly motivated and when you’re not
happy, you’re not motivated to learn. In belief, if you believe that education is the key to
success, you are motivated to learn something. In particular, if you like those subjects,
you are motivated. If you’re highly motivated, the higher the learning is.
2. Intrinsic motivation to learn
The learner’s creativity, higher order thinking, and natural curiosity all contribute to
Motivation to learn. Intrinsic motivation is stimulated by tasks of optional novelty and
Difficulty, relevant to personal interests and providing for personal choice and control.
“Of course, we have 2 types of motivation: intrinsic and extrinsic. Again, when we say
intrinsic motivation, it comes from within him or herself. In short, it comes from his or her
authentic self. No one pushed him to learn it from within himself. Also, it is an
individual’s personal interests, satisfaction, and enjoyment. The factors affecting it are
internal. An example of intrinsic motivation is a student learning new vocabulary words
because they love to read. He did that without expecting anything, such as grades or
praise, in return. While extrinsic, there is someone motivating the student. An example
of this is the rewards given by the teacher. For example, in elementary school, if you
are perfect or participate in class, you will be given food or candy by the teacher. So,
that will make the children active, and they will be very motivated, especially if the
teacher says “very good,” “excellent,” and so on. Extrinsic motivation will not motivate
the children because they will be “dependent.” They will no longer participate. If there is
no food or praise to give to them, As a teacher, you should get to know your students
and their unique interests in order to boost their intrinsic interest. When possible,
structure your assignments in a way that includes their interests. For example, if you
have a student who loves dinosaurs, write a math problem that involves counting
cartoon dinosaurs. Or as a teacher, they should present creative teaching lessons to
children to stimulate some HOTS (higher order thinking skills), enhance some curiosity,
and heighten their interest in learning more about it. Both extrinsic and intrinsic
motivation are beneficial, but we need to balance them and use them appropriately”.
3. Effects of Motivation and Effort
Acquisition of complex knowledge and skills requires extended learner effort and
Guided practice. Without learner’s motivation to learn, willingness to exert this effort is
Unlikely without coercion.
“ Efforts is another major indicator of motivation, so if you’re highly motivated, of
course, the greater the effort you will give. If you really like this thing, then you should
really pay attention. So, the higher the motivation, the greater the effort. The lower the
motivation, the lower the effort. If your students are motivated in your class, the levels of
effort will be increased, and you’ll be able to see it by the output that you’ve given them,
because you’ll be able to see that they exerted effort in their respective outputs. What
do you do as a teacher? You should give encouragement to your students and praise
them so that they will feel rewarded and be motivated to exert more effort because they
feel appreciated. Also, there are positive emotions in the class. Students must feel that
they are part of the group, and they must feel that they can rely on anybody, including
their teacher and classmates. They are accepted. Instead of instilling an unhealthy
sense of competition in the classroom, create a healthy one”.

DEVELOPMENTAL AND SOCIAL FACTOS

 Together with individual differences, these factors are considered as critical
factors in the capacity of learners to engage in learning. Developmental talks
about heredity or your improvement. Social factors it pertains other people and it
talk or influence other people.

1. 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 domain is taken into account.
“So, our lesson must coincide with the developmental stage of our student. You cannot
teach advanced algebra in grade 1, but you need to teach them some basics. That’s
why we have a spiral curriculum with increasing complexity, from simple to complex.
Aside from that, the learning process will be facilitated. If you’re considering the
physical, intellectual, and emotional factors of your students, So if you’re a teacher and
you want to provide quality and effective learning to your students, try to look into
whether they are okay. So that’s emotional. Are they sociable? That’s social. In physical
terms, are they healthy? Or are they feeling well? So you need to look at those
aspects.”
2. Social Influences on Learning
Learning is influenced by social interactions, interpersonal relations and communication
with others.
“Our students need us to give them a good role model that surrounds them and can
influence them. Most notably in elementary school, which is a critical stage of
development. Always remember what surrounds the environments of children. Of
course, there’s a big influence or impact on their attitudes, the way they learn or
themselves.”

INDIVIDUAL DIFFERENCES FACTORS

1. Individual Differences in learning
Learners have different strategies, approaches, and capabilities for learning that are A
function of prior experience and heredity.
‘As a teacher, we need to consider the diverse nature of our students. Each one of
them has their own learning styles as well as multi-intelligence. Maybe some of them
are visual learners, auditory learners, tactile learners, or kinesthetic learners. That’s
why we need to consider that one. It’s because maybe we give activities to our students
that are not suitable for them. That’s why we have differentiated activities to give to
them.”
2. Learning and Diversity
Learning is most effective when differences in learners’ linguistic, cultural, and social
Backgrounds are taken into account.
“One of the salient features of the K12 is that it is culture-sensitive. That’s why in the
classroom we tend to be inclusive. Therefore, education for all, there should be no bias.
Also, we need to consider their social background or social economic status. Maybe we
will require activities that are too expensive for them to afford.”
3. Standards and Assessment
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.
“We need to set high expectations for our learners. That’s why in the very first part of
our lesson you need to tell your students what objectives they need to achieve. Also,
the assessment serves as a guide to whether you achieved what you wanted to achieve
in that certain lesson”.