A MODULE ON LEARNER-CENTERED

PSYCHOLOGICAL PRINCIPLES

Psychology plays an important role in understanding the social, emotional and

cognitive processes involved in learning which improves the teaching-learning process.
Likewise, it helps teachers to create socio-emotional climate that is conducive in the
classroom. Further, it presents theories and principles of individual differences.

It is believed that psychology is the foundation of education. It is then very important

for pre-service teachers like you to know the learner-centered psychological principles for
this will prepare you to better understand your learners, to identify approaches and
strategies suited to them and for you to apply these principles objectively in the school
environment and classroom when you will become a full-pledged teacher.

The Module on Learner-Centered Psychological Principles is intended to help you

understand the psychological principles and their implications to the teaching-learning
process. You will be able to gain understanding on principles associated to cognitive,
metacognitive, motivational and affective factors; learning principles on development, social
and individual differences; and the legal and policy frameworks on learner-centered teaching.

The various activities contained in this module will help you relate to the
characteristics and uniqueness of the individual learner, the type of learning and learning
styles, and the levels of development being experienced by the learners and by knowing all of
these, you will be able to identify the best approaches and strategies you will employ in the
classroom in order to make teaching more effective.

PRINCIPLES ASSOCIATED TO
COGNITIVE AND METACOGNITIVE
FACTORS
Cognitive factors refer to the mental processes the learners undergo as they process
an information. The way learners think about their thinking as they engage in mental tasks is
the concern of the metacognitive factors. There are 6 psychological principles associated to
cognitive and metacognitive factors (Bulusan,et.al. 2019).

1. The learning of complicated subject matter is most effective when it is an intentional

process of constructing meaning from information and experience.
 Learning inside the classrooms puts emphasis on the use of intentional processes that
students can help to construct meaning from information, experiences, and their own
thoughts and beliefs. The learning activities given to students are very essential for them to
integrate knowledge and concepts in their experiences. In planning lessons, teachers should
always consider how to bring reality inside the classroom and students should understand
fully the knowledge and concepts presented so they know how to apply these in particular
situations. Learning through experience is the most effective way of teaching. An intentional
learning environment is one that fosters activity and feedback and creates a culture that
promotes metacognition, that is one in which the learner becomes aware of his/her learning
process and can use tools to enhance this learning process (Bereiter & Scandamalia, 1989).

2. The successful learner, over time and with support and instructional guidance can
create meaningful, coherent representations of knowledge.

The strategic nature of learning requires students to be goal directed. To acquire the
learning strategies necessary for continued learning success across the life span, students
must generate and pursue their relevant personal goals. Teachers can motivate and guide
learners in creating meaningful learning goals that are consistent with both personal and
educational aspirations and interests. Meaningful learning takes place when what is
presented is within the learner’s needs and interests. When learners have good
understanding of the concepts discussed, they can reach long-term goals.

3. The successful learner can link new information with existing knowledge in meaningful
ways.

Knowledge widens and deepens as students build links between new information and
experiences and their existing knowledge. The 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. This is the very heart of constructivism. The nature of these links can take a
variety of forms, such as adding to, modifying, or reorganizing existing knowledge or skills.
How these links are made or develop may vary in different subject areas, and among students
with varying talents, interests, and abilities.

4. The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.

Successful learners use strategic thinking in their approach to learning, reasoning,

problem solving, and concept learning. Strategic thinking is the ability to use knowledge in
different ways to solve problems, address issues and concerns and make sound decisions and
judgments. Strategic learners understand and use a variety of strategies to reach learning and
performance goals, and to apply their knowledge in novel situations. To nurture strategic
learners, teachers should give them as many opportunities to learn, experiment, solve and
explore new ideas and concepts. They should motivate and encourage them to be more
creative and innovative in their ideas, to solve problems, address issues and concerns and
make sound decisions and judgments. Strategic learners understand and use a variety of
strategies to reach learning and performance goals, and to apply their knowledge in novel
situations. To nurture strategic learners, teachers should give them as many opportunities to
learn, experiment, solve and explore new ideas and concepts. They should motivate and
encourage them to be more creative and innovative in their ideas.

5. Higher-order strategies for selecting and monitoring mental operations facilitate

creative and critical thinking.

Teachers should develop among their students higher order thinking skills so that
they can do evaluation, synthesis, analysis and integration of varied concepts, information
and knowledge. Successful learners can reflect on how they think and learn, set reasonable
learning or performance goals, select potentially appropriate learning strategies or methods,
and monitor their progress toward these goals. They can make inferences, sound judgments
and relevant conclusions and use their learned knowledge to varied situations. Thus,
assessment tools in schools should be authentic.

6. Learning is influenced by environmental factors, including culture, technology and

instructional practices.

Learners can only have meaning of what they learn inside the classroom if they see
them concretely in their everyday life. Examples and learning activities given to them should
be a reflection of their actual life experiences. Likewise, technologies and instructional
practices must be appropriate for learners' level of prior knowledge, cognitive abilities, and
their learning and thinking strategies. This is to facilitate a motivating, stimulating and
encouraging learning environment geared toward effective acquisition of knowledge,
concepts, and skills among learners.
A
PRINCIPLES ASSOCIATED TO
MOTIVATIONAL AND AFFECTIVE FACTORS
How the learners push themselves to learn and how they value learning are the
concerns of the motivational factors. Meanwhile, the affective factors relate to the attitude,
feelings and emotions that learners put into the learning task (Bulusan, et.al 2019).

1. What and how much is learned is influenced by the learner’s motivation.

Motivation is very important in learning. This pertains to learners’ desire and inner
drive to accomplish a task, to learn and achieve a goal as well as to master a skill and discover
something. The level of one’s motivation would determine the extent of his/her ability to
accomplish desired tasks. Likewise, students' beliefs about themselves as learners and the
nature of learning have a marked influence on motivation. Motivational and emotional
factors influence both the quality of thinking and information processing as well as an
individual's motivation to learn. Thus, the way the teachers motivate their learners is then
very important to make them actively engaged in the learning process.

2. The learner’s creativity, higher-order thinking, and natural curiosity all contribute to
motivation to learn.
 Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners' intrinsic motivation to learn. Intrinsic motivation is manifested when an individual
engages in a task that is personally gratifying while extrinsic motivation is earning external
rewards or avoiding punishments. As teachers, the most important way to motivate the
students to learn is to present the value of that knowledge and concept to their life. Learning
is more of knowing why need to learn such and to what specific instances in their life they
would apply what they learned rather than getting good grades only. Teaching strategies that
allow personal choice and control, collaboration, and creation for learners contribute to a
more heightened intrinsic motivation for learning.

3. Acquisition of sophisticated knowledge and skills requires extensive learner’s effort

and guided practice.

Effort is another major indicator of motivation to learn. The acquisition of complex

knowledge and skills demands the investment of considerable learners’ energy and strategic
effort, along with persistence over time. Teachers should facilitate learning opportunities and
experiences that encourage learners to exert time and effort and at the same time
commitment and enthusiasm toward a task they have to do and a concept they have to learn.
Simple things like acknowledging a learner’s achievement, praising a simple work, and
encouraging them to do something matter a lot to the learners. Having no competition
between and among the learners can foster positive emotions in the learning environment.

PRINCIPLES ASSOCIATED TO
DEVELOPMENTAL AND SOCIAL FACTORS
Development and social factors are considered critical factors in the capacity of
learners to engage in learning. These principles include the following:

1. As individuals develop, there are different opportunities and constraints for learning.

Students learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way. Because individual development varies across
intellectual, social, emotional, and physical domains, achievement in different instructional
domains may also vary. Oftentimes, students are not learning because there is a mismatch
between the learning activity and their developmental stages. Teachers should plan activities,
select materials and assessment tools in consonance to the developmental needs of the
students. They should always look into the readiness of the learners through keen
observations, diagnostic tools, authentic assessments and the like.

2. Learning is influenced by social interaction, interpersonal relations and communication

with others.

Learning can be enhanced when the learner has an opportunity to interact and to
collaborate with others on instructional tasks. Quality personal relationships that provide
stability, trust, and caring can increase learners' sense of belonging, self- respect and
selfacceptance, and provide a positive climate for learning. All learners should learn the skill
of working with others in an instructional setting. This will prepare them for the real world
where they are expected to interact effectively to a community of diverse people. Group
works, group dynamics, as well as group tasks are outstanding examples of situations where
such can be developed.

3. Learners have different strategies, approaches and capabilities for learning that are a
function of prior experience and heredity.

Diversity is present anywhere. The learning environment is the best example where
diversity is manifested between and among learners. Each learner is unique. He has his/her
learning styles, interests, skills, talents, learning preferences and cognitive abilities which are
effects of both experience and heredity. Thus, teachers should direct and support their
learners in identifying their most effective learning styles, skills and potential and they should
help them identify ways and means on how they can use them to maximize learning.

PRINCIPLES ON INDIVIDUAL
DIFFERENCES
Read and understand the principles on individual differences.

1. Learning is most effective when differences in learners’ linguistic, cultural and social
backgrounds are taken into account.

Students differ in language, values, belief system, ethnicity, race and socioeconomic
status and these differences can influence learning. Careful attention to these factors in the
instructional setting enhances the possibilities for designing and implementing appropriate
learning environments, thus, creating an inclusive classroom that welcomes these
differences. When learners perceive that their individual differences in abilities, backgrounds,
cultures, and experiences are valued, respected, and accommodated in learning tasks and
contexts, levels of motivation and achievement are enhanced.

2. Setting appropriate high and challenging standards and assessing the learner as well as
the learning process-including diagnostic, process and outcome assessment are
integral parts of the learning process.

Assessment and evaluation are important part of the teaching-learning process. The
results of assessment are used to gauge the learner’s strengths, weaknesses, limitations, and
areas of difficulties. Likewise, it is a means to determine the effectiveness of the teaching
strategies employed by the teachers. By conducting assessment, teachers can determine
what kind of support the learners need. This also includes knowing which instructional
material and teaching strategy would best assist a learner for better school performance.

LEGAL AND POLICY FRAMEWORKS ON

LEARNER-CENTERED TEACHING
Read and understand the principles of RA 10533 and the features of K-to-12 Curriculum
Standards and Principles of Republic Act No. 10533

The curriculum shall be learner-centered, inclusive, developmentally relevant and

appropriate. Learner-centered is an approach to education that puts the needs and interests
of the students at the center of the teaching-learning process.

1. The curriculum shall be relevant, responsive and research-based. It is based on learning

theories, principles, sound research and studies in teaching and learning dynamics.
2. The curriculum shall be culture-sensitive which means that instruction must respect the
cultural identities of the learners.
3. The curriculum shall be contextualized and global. Relevant, appropriate and responsive
curriculum will only become a reality if it puts a premium on the personal, bio-
geographical, and socio-cultural setting of the learners taking into account the demands
of the national and global community.
4. The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative, differentiated, and integrative. Constructivism view learners as
active constructors of meaningful knowledge. Inquiry-based learning puts premium on
questioning, investigating, proving, probing, explaining, predicting, and establishing
connection of evidences. Reflective learning provides opportunities for learners to
reflect on what and why they need to learn and how to go about it. Collaborative
approach allows learners to show ideas between and among themselves thus,
developing the value of cooperation, respect, camaraderie and tolerance. Differentiation
takes into consideration the different learning styles and multiple intelligences of the
learners which are significant aspects of individual differences not only as learners but
also as individuals.

Features of the K-to-12 Curriculum

1. The learner is at the center of the teaching- learning process. Thus, the curriculum uses
pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative,
differentiated, appropriate, relevant and integrative.
2. The curriculum is articulated in terms of standards, and competencies and is seamless,
research-based and decongested. It uses the spiral progression approach to ensure
mastery of knowledge and skills after each level. Information and Communication
technology (ICT) has been integrated into the curriculum to equip learners with skills
that will enable them to keep with the technological demands of our time.