Republic of the Philippines

Don Honorio Ventura State University - Candaba Campus

Candaba, Pampanga

Learning Task: 40 points

1. Use the given link to explore the parameters and conditions of Learner-Centered
Psychological principles (LCP) https://www.youtube.com/watch?v=4yowpb4NqMw

2. Access the second link to study the 14 psychological principles pertain to all learners and
the learning process. https://cetl.olemiss.edu/learning-centered-psychological-principles/

3. Read the questions carefully. Find the answers using search engines from the web or
books. Make sure that your answers are explained in a brief manner but concise and in
your own words. Please append/cite your references. Submit this assignment in
typewritten format. You may write your answer after each question. Each of your
answers in this assignment will be graded based on the following criteria.

Rubrics:

Organization of ideas -3 points

Relevance or correctness of the answer based on the question - 3 points

Originality of the answer -3 points

Citation/s is/are provided -1 point

As an emerging educator, reflect on the following questions:

a. Identify and explain the cognitive and metacognitive factors of learning that affect
the learning process.

Cognitive and Metacognitive factors of learning that impact the learning process are listed
below:

1. Nature of the Learning Process

 An individual gains the information, attitudes, and abilities necessary to fulfill life's
challenges through the process of learning. After birth, the child learns skills from
experiences gained from the surroundings. Therefore, learning continues throughout
one's life. Learning can be formal or informal, direct or indirect. When a person learns,
he or she develops knowledge, skills, habits, attitudes, and aptitudes.
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

2. Goals of the learning process

 The foundation of a lesson is the learning goal, which also serves as the "cause" for
teaching and observing it. Setting learning objectives or goals helps to advance personal
growth significantly. They enable students to take charge of their education and aid
teachers in determining which subjects need particular attention. Setting goals leads to
growth and transformation which is excellent for everyone.

3. Construction of knowledge
 To create new meanings, students learn through making connections between
previously learned material and ideas (NRC, 2000). As a result, mastering the skills of
“chunking” knowledge into comparable, searchable categories, expanding conceptual
concepts, and connecting ideas may take some time. Additionally, they could think
incorrectly or have preconceptions that restrict or weaken connections to new
information.

4. Strategic thinking
 The core of strategic thinking, to put it simply, is the capacity for foresight. It is the
capacity to develop thoughts and create tactics that can adapt to shifting environmental
conditions and take into consideration the many problems that may arise in the future.
You need to have the ability to think strategically if you want to continuously rethink
your perspective in a way that furthers the objectives of your company. For enduring
problems, this entails conceiving novel solutions. If you want to advance
professionally, start immediately working on your strategic thinking skills.

5. Thinking about thinking

 Students may better regulate their learning and get a thorough understanding of
complex ideas by thinking about their thoughts. Adults sometimes do this
unconsciously; they may consider their ideas, feelings, needs, and behaviors, as well as
their learning, problems, and setbacks. You may create beneficial changes for the future
by being aware of your thought processes and understanding them.

6. Context of learning
 The circumstances in which something is learned or comprehended are referred to as
the learning context, and they can influence what is taught or how something is learned.
Creating a classroom environment that somewhat resembles the actual world is one of
the things that effective instructors accomplish. If a kid learns how to use reading and
writing in the classroom, then that child also understands how to use reading and
writing outside of the classroom.

Reference: canvas.instructure.com
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

b. Explain the role of prior knowledge in learning.

The term “prior knowledge” refers to all of the information one has before learning
about a certain subject. According to Dochy et al. (1999), it facilitates learning new
information. Dochy (1992) considers broad concepts such as “world knowledge” and
“background knowledge” as prior knowledge. Between domain-specific knowledge and
subject-oriented knowledge, he makes a distinction in his studies. As far as I can tell, the
purpose of prior knowledge is to aid teachers and students in learning to recollect and identify
what they already know and what else they don't. When lessons are integrated with prior
knowledge, students learn more quickly. By assisting them in using their existing knowledge
and making connections between new material and their prior understanding, we as beginning
educators enhance the possibility that our students will be able to retain and apply what we
teach. Each of our students has their own past knowledge, conceptual understanding, abilities,
and beliefs when they first enroll with us. Their past knowledge and experiences affect how
they think when we provide them with challenges or new information. Each student may
comprehend what we say in slightly different ways, paying attention to various facets of the
question, interpreting and reacting to the learning environment, etc., all of which have an
impact on their capacity to reason, solve the issues we present, and learn new information. We
can assert that pupils are not receptacles for our words to be written. We underappreciate the
contribution the students make to the analysis of the problem. Their prior knowledge influences
what they learn. Knowing something might be just as harmful as not knowing anything.

Reference: Frontiers | Prior knowledge in recalling arguments in bioethical dilemmas

c. Identify certain basic principles that are applicable to learning in any specific
situation.

Principles that are applicable to learning in any specific situation:

Principle 8: Intrinsic motivation to learn

Creativity, higher-order thinking, and innate curiosity all play a role in the learner’s drive
to learn. Tasks that are both unique and challenging enough, are related to a person's interests and
offer a degree of personal control and choice, all serve to boost intrinsic drive.

These days, English is a language that connects many different countries. People pick it up
to expand their career prospects and improve their ability to converse with foreigners. However,
only someone who is motivated may benefit from studying English as a foreign language (EFL).
Motivation, according to Khodashenas et al. (2013), is “the mix of effort + desire to attain the
objective of learning the language plus positive attitudes about learning the language” (p. 766).

The significance of the student’s intrinsic drive stems from the fact that it is an essential quality
that enables the student to succeed in language learning. Sadly, students tend to lose their inner
desire with time and become less excited when learning. Character qualities that are inherited are
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

linked to intrinsic motivation. It is still possible to awaken it, though. The student's attitude toward
learning shifts when a teacher cultivates a pleasant atmosphere and lowers the degree of stress.

Students’ intrinsic motivation is also influenced by the type of materials their teachers choose to
employ. It needs to be exciting for the students and attainable, in addition to being pertinent to the
subject. If not, they may encounter several difficulties when coping with it and won’t experience
the anticipated joyful emotions. It is beneficial to concentrate on the student who comprehends the
language less than the rest while describing the work. The entire class will consequently
comprehend what is expected of them and become internally motivated.

Reference: canvas.instructure.com

Principle 13: Learning and diversity

Regardless of your feelings on it, the students in the classroom have always been diverse.
Each and every student is unique, and that is a fact. The values, perspectives, and beliefs that
students bring to the classroom come from a wide variety of backgrounds. A detailed grasp of
students' personalities is necessary for effective teaching. The fact that every student is a distinct
individual who retains information in a variety of ways should be recognized by teachers. Some
of these differences are the result of inequalities in the moral, emotional, intellectual, physical, and
social changes that result from experience and growth.

Students learn more deeply about the subject matter when they collaborate and collaborate
with others in the class who come from different backgrounds and cultures. In addition, it shows
students how to contribute to a diverse workplace by utilizing their unique skills and perspectives.
Knowing that their peers embrace them can help students study more effectively. Knowing you
are immune to prejudice makes you feel lighter. The environment will improve the child's
education for him.

Reference: canvas.instructure.com

d. There are various ways by which learning transfers. Discuss how the teacher
facilitates transfer of learning.

Transfer of learning occurs when the student is motivated by the topic, motivated to learn, has
previous knowledge on the subject, and knows how to connect new information to existing
information. The learner must then be able to retrieve this information and apply it to new
learning. (Larry Ferlazzo, 2017) Throughout my academic career, I’ve observed that using a
variety of media platforms and providing students with reflection exercises are helpful approaches
to promoting the transfer of information.

Using a variety of learning tools, from text and images to video and audio, may help students
more easily apply what they have learned to new situations. It demonstrates how utilizing text,
narrative, and images may enhance learning transfer and reduce cognitive overload. When learning
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

materials included pertinent pictures, students were better able to remember the material and
performed better on transfer exams. As a result of the usage of pictures, they thought the material
was simpler to understand. Even if the course doesn’t include visuals or narration, you may still
attempt to discover methods to add to what you're learning by accessing a range of learning tools,
such as YouTube and Coursera.

The majority of educators are aware of how effectively visual aids may aid pupils in
understanding concepts. Teachers like the support that visuals provide for in-class learning because
they help students connect disparate parts of knowledge, swiftly assimilate large amounts of course
material, and serve as a memory aid. Because they enable the instructor to deliver the lesson
successfully and the students to learn and remember the concepts more effectively and for longer
periods of time, visual aids are crucial tools for the teaching-learning process. The utilization of
audio-visual resources enhances students' ability to think critically and analytically.

The transfer of learning is impacted by reflection because it is essentially significant,

significantly contributes to personal growth, and promotes growth. According to Roberts (2002),
reflection is the process through which knowledge is created from experience and theory. As a
general concept, reflection has a wide range of uses. Different reflecting exercises, both led and
unguided, can be given by teachers (e.g., class discussion, journals, interviews, questioning, etc.).

On the other hand, reflective thinking refers explicitly to the processes of assessing and passing
judgment on what has occurred. It is a component of the critical thinking process. According to
Dewey (1933), reflective thinking is an active, persistent, and deliberate evaluation of a belief or
pretended kind of knowledge, the justifications for that knowledge, and the subsequent conclusions
that knowledge leads to. By actively engaging in reflective thinking throughout learning settings,
learners may become aware of and in charge of their learning by evaluating what they already
know, what they need to know, and how they will close the knowledge gap.

The fact that reflections and self-regulated learning work together to put the onus of learning
firmly on students is one of the things I enjoy best about them. They are compelled to analyze why
delaying the completion of a 10-page report till the last minute did not result in the grade they had
hoped for by being asked to consider what they may have done to enhance their educational
experience. Students are more likely to think about learning objectives and their role in acquiring
information when they are prodded to reflect on what and how they have learned.

Note: Be ready to share your experiences and reflections in this self-paced learning session
next synchronous session.