Name: Lara, Annika T.

____________ Date: July 26, 2022____

Year & Section: _BPED I-1__________ Score: __________

Prepare a matrix comparing the different learner-centered psychological principles. (40 pts.)

Learner
Centered- DEFINITION PRINCIPLES FACTORS IN
Psychological LEARNING
Principles (LCP)
This domain refers to From the cognitive
thought processes Principle 1: Nature of the and metacognitive
(cognitive factors) learning process factors, we think of
involved in learning as well the nature of the
The learning of complex
as the strategies students learning process,
subject matter is most effective
use to learn and their goals of the learning
when it is an intentional
reflections about their process, construction
thought processes process of constructing of knowledge,
meaning from information and
(metacognitive factors). strategic thinking,
experience.
The Learner-Centered thinking about
Principles indicate that the Principle 2: Goals of the thinking, and context
learning process, learning process of learning. It is both
particularly for complex cognitive and
material, is most effective The successful learner, over metacognitive in the
when students time and with support and sense that it speaks
intentionally construct instructional guidance, can for itself. This
COGNITIVE AND meaning from information create meaningful, coherent concentrates on the
METACOGNITIVE and experience, are representations of knowledge. learners' minds, how
FACTORS provided support and we gain knowledge
guidance over time to Principle 3: Construction of on our own, and what
construct coherent knowledge we think about
representations of thinking.
knowledge, can link new The successful learner can link
knowledge with existing new information with existing
knowledge in meaningful knowledge in meaningful ways.
ways, and can use and
Principle 4: Strategic
develop various learning
thinking
strategies. In addition, the
Learner-Centered The successful learner can
Principles indicate that create and use a repertoire of
learning is influenced by thinking and reasoning
various environmental strategies to achieve complex
factors such as culture, learning goals
technology, and
instructional or facilitator Principle 5: Thinking about
practices. thinking

Higher order strategies for

selecting and monitoring
mental operations facilitate
creative and critical thinking.
 Principle 6: Context of
learning

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

This domain refers to From the motivational

students' effort and
engagement while
learning (motivational
factors) and emotional
states, beliefs, and
interests (affective factors)
that influence learning.
MOTIVATIONAL The Learner-Centered
AND AFFECTIVE Principles indicate that
FACTORS students' motivation to
learn is natural when they
perceive the context to be
supportive and the content
to be meaningful and
relevant. Enhancing this
motivation is necessary
for learning and student
motivation impacts what
and how much is learned.
Principle 7: Motivational and and affective factors,
emotional influences on we always consider in
learning our mind the
motivational and
What and how much is learned
emotional influences
is influenced by the learner’s
on learning, intrinsic
motivation. Motivation to learn,
motivation to learn,
in turn, is influenced by the
and the effects of
individual’s emotional states,
motivation and effort.
beliefs, interests and goals,
However, how the
and habits of thinking.
learners push
Principle 8: Intrinsic themselves to learn
motivation to learn and how they value
learning are the
The learner’s creativity, higher concerns of the
order thinking, and natural motivational factors.
curiosity all contribute to Meanwhile, the
motivation to learn. Intrinsic affective factors
motivation is stimulated by relate to the attitude,
tasks of optimal novelty and feelings, and
difficulty, relevant to personal emotions that
interests, and providing for learners put into the
personal choice and control. learning task.

Principle 9: Effects of
motivation on effort

Acquisition of complex
knowledge and skills requires
extended learner effort and
guided practice. Without
learners’ motivation to learn,
the willingness to exert this
effort is unlikely without
coercion.

This domain refers to The developmental

students’ previous Principle 10: Developmental and social factors
experiences and learning influence on learning these are
readiness (developmental developmental
As individuals develop, they
factors) as well as influences on
encounter different
interpersonal relations learning and social
opportunities and experience
between and among influences on
different constraints for
students and teachers or learning. The
learning. Learning is most
DEVELOPMENTAL facilitators (social factors) conditions and
effective when differential
AND SOCIAL that affect current variables that
development within and across
FACTORS learning. According to the influence emotional,
 principles in this domain, physical, intellectual, intellectual, social,
students have different emotional, and social domains and physical
previous learning is taken into account. development from
experiences and conception to
opportunities and are at Principle 11: Social maturity.
different developmental influences on learning
levels in the intellectual,
Learning is influenced by social
emotional, physical, and
interactions, interpersonal
social development.
relations, and communication
with others.

This domain refers to the The Individual

differences between and Principle 12: Individual Differences factors
within students (individual- differences in learning such as Individual
differences) that influence Differences in
Learners have different
learning. The Learner- learning, Learning
strategies, approaches, and
Centered Principles and Diversity and
capabilities for learning that are
indicate that individual standards, and
a function of prior experience
students have different assessment. Help
and heredity.
INDIVIDUAL strategies and skills for learners to
DIFFERENCES learning based on their Principle 13: Learning and understand, develop
FACTORS backgrounds and prior diversity and use their unique
learning experiences. talents, interest,
Learning is most effective capabilities,
when differences in learners’ environments and
linguistic, cultural, and social limitations to their and
backgrounds are taken into others’ benefit.
account.

Principle 14: Standards and

assessment

Setting appropriately high and

challenging standards and
assessing the learner and
learning progress – including
diagnostic, process, and
outcome assessment – are
integral parts of the learning
process.