Study Guide in Prof.Ed.

103-Facilitating Learner Centered-Teaching Module 5: Unit 5-- Integration

Module No. 5

Unit 5- Integration

MODULE OVERVIEW

Learner-centered psychological principles are widely shared and implicitly recognized in

many good programs found in today’s schools, and are consistent with more than a century of
study on teaching and learning. They also combine research and practice in developmental,
educational, experimental, social, clinical, organizational, community, and school psychology,
among other fields. Furthermore, these ideas are based on conventional and scientific knowledge.
They include not only learner-centered ideas that can lead to good schooling, but also principles
that can contribute to positive mental health and productivity in our nation’s children, teachers, and
the systems that support them.
Learner-centered psychological concepts provide a framework for designing and integrating the
elements of new schooling approaches. The active and reflective aspect of learning and learners is
emphasized by these ideas. From this standpoint, educational practice will most likely improve if
the educational system is restructured with the student as the major focus.

LEARNING OBJECTIVES

Identify the 14 Learner-Centered Psychological Principles

LEARNING CONTENTS

COGNITIVE AND METACOGNITIVE FACTOR 

1. Nature of Learning Process 

Learning complicated subject matter is most effective when it is a collaborative international 

process of generating meaning from information and experience. 
2. Goals of the Learning Process 

Over time, with assistance and instructional supervision, a successful learner can construct 
meaningful, coherent representations of knowledge. 
3. Construction of Knowledge 
A successful learner may make meaningful connections between new material and previous 
knowledge. As students continue to make connections between new information and 
experiences and their existing knowledge base, their knowledge expands and deepens. 
4. Strategic Thinking 

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 5: Unit 5-- Integration

To attain complicated learning goals, a successful learner can develop and employ a repertoire   of
thinking and reasoning skills. In their approach to learning, successful learners use reasoning, 
problem solving, and concept learning. 
5. Thinking about thinking 

Successful learners can examine how they think and learn, set realistic learning or performance 
goals, choose possibly appropriate learning tactics or methods, and track their progress toward 
these objectives. 
6. Context of Learning 

Environmental elements, such as culture, technology, and instructional approaches, have an 
impact on learning. 

MOTIVATIONAL AND AFFECTIVE FACTOR 

7. Motivational and emotional influences on learning 

The learner’s rich internal world of thoughts, beliefs, aspirations, and expectations for success or 
failure can either improve or hinder his or her ability to think and process information. 
8. Intrinsic motivation to learn 

Intrinsic motivation is sparked by tasks that are both unique and challenging, relevant to
personal  interests, and allow for personal choice and control. 
9. Effects of motivation on effort 

Another important predictor of motivation to learn is effort. The acquisition of complicated 

knowledge and abilities necessitates a significant amount of energy and purposeful effort on the 
part of the learner, as well as tenacity throughout time. 

DRVELOPMENTAL AND SOCIAL FACTOR 

10. Developmental influences on learning

Learning is most effective when differences in development are considered within and across the 
physical, intellectual, emotional, and social domains. Individuals learn best when material is 
tailored to their developmental stage and delivered in a fun and engaging manner. 
11. Social influences on learning 

When a learner gets the opportunity to communicate and work with others on instructional 
assignments, their learning is boosted. 

INDIVIDUAL DIFFERENCES FACTOR 

12. Individual differences in learning 

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 Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 5: Unit 5-- Integration

Individuals are born with their own traits and talents, which they develop over time. Educators 
must assist students in examining their learning preferences and, if required, expanding or 
modifying them. 
13. Learning and diversity 

All learners share the same core principles of learning, motivation, and effective instruction. 14.
Standards and assessment 
At every level of the learning process, assessment gives crucial information to both the learner 
and the teacher. 

LEARNING POINTS

The learner and the learning process are addressed by the 14 psychological principles.
Rather than conditioned habits or physiological causes, they concentrate on psychological
elements that are essentially internal to and under the control of the learner. The principles, on
the other hand, attempt to take into account the external environment or contextual elements
that interact with these internal components. The concepts are designed to deal with learners
holistically in real-world learning contexts. As a result, they're best comprehended as a collection
of principles; no one premise should be considered in isolation. The 14 principles are organized
into four categories that influence learners and learning: cognitive and metacognitive,
motivational and affective, developmental and social, and individual differences. Finally, the
principles are designed to apply to all learners in our educational system, including children,
teachers, administrators, parents, and community members.

LEARNING ACTIVITIES

Choose the correct answer.

1. When a learner gets the opportunity to communicate and work with others on
instructional assignments, their learning is boosted.
A. COGNITIVE AND METACOGNITIVE FACTOR
B. MOTIVATIONAL AND AFFECTIVE FACTOR
C. DEVELOPMENTAL AND SOCIAL FACTOR
D. INDIVIDUAL DIFFERENCES FACTOR
2. At every level of the learning process, assessment gives crucial information to both the
learner and the teacher.
A. COGNITIVE AND METACOGNITIVE FACTOR
B. MOTIVATIONAL AND AFFECTIVE FACTOR
C. DEVELOPMENTAL AND SOCIAL FACTOR
D. INDIVIDUAL DIFFERENCES FACTOR
3. Over time, with assistance and instructional supervision, a successful learner can
construct meaningful, coherent representations of knowledge.
A. COGNITIVE AND METACOGNITIVE FACTOR

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 5: Unit 5-- Integration

B. MOTIVATIONAL AND AFFECTIVE FACTOR

C. DEVELOPMENTAL AND SOCIAL FACTOR
D. INDIVIDUAL DIFFERENCES FACTOR
4. Intrinsic motivation is sparked by tasks that are both unique and challenging, relevant
to personal interests, and allow for personal choice and control.
A. COGNITIVE AND METACOGNITIVE FACTOR
B. MOTIVATIONAL AND AFFECTIVE FACTOR
C. DEVELOPMENTAL AND SOCIAL FACTOR
D. INDIVIDUAL DIFFERENCES FACTOR
5. Construction of Knowledge
A. COGNITIVE AND METACOGNITIVE FACTOR
B. MOTIVATIONAL AND AFFECTIVE FACTOR
C. DEVELOPMENTAL AND SOCIAL FACTOR
D. INDIVIDUAL DIFFERENCES FACTOR

REFERENCE

APA Work Group of the Board of Educational Affairs (1997, November). Learner-centered 
psychological principles: A framework for school reform and redesign. Washington, D.C.: 
American Psychological Association.

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 5: Unit 5-- Integration

Prepared by : DR. GINA BAUTISTA SELGA

Faculty, BSE Dept.

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