Study Guide in Prof.Ed.

105-Facilitating Learner Centered-Teaching Module 1: Unit 1 - Introduction

Module No.1

Unit 1 – Introduction

MODULE OVERVIEW

This course explores the fundamental principles, processes, and practices anchored on
learner-centeredness and other educational psychologies as these apply to facilitate various
teaching-learning delivery modes to enhance learning.
The Learner-Centered psychological Principles were together by the American
Psychological Association. The following 14 psychological Principles pertain to the learner and the
learning process. They focus on psychological factors that are primarily internal to and under the
control of the learner rather than conditioned habits or physiological factors. However, the
principles also attempt to acknowledge the external environment or contextual factors that interact
with these internal factors. The principles are intended to deal holistically with learners in the
context of real-world learning situations. Thus, they are best understood as an organized set of
principles no principle should be viewed in isolation.

LEARNING OBJECTIVES

1. Identify the different learner-centered psychological principles;

2. Discuss the importance of the different learner-centered psychological principles;
3. Prepare a matrix comparing the different learner-centered psychological principles;

LEARNING CONTENTS

A. Basic Concept of learning

Learner and Learning

>Learners are responsible for attending class and completing reading and other assignments as
proscribed by the teacher. Although their first role in the process is as passive listener, listening
requires paying attention during class.

>Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values,
attitudes, and preferences. The ability to learn is possessed by humans, animals, and some
machines; there is also evidence for some kind of learning in certain plants. Some learning is
immediate, induced by a single event (being burned by a hot stove, but much skill and knowledge
accumulate from repeated experiences.

>Facilitated learning is where the students are encouraged to take more control of their learning
process. The trainer's role becomes that of a facilitator and organiser providing resources and
support to learners. They might also set their own objectives and be responsible for learning
assessment.

PANGASINAN STATE UNIVERSITY PAGE \* MERGEFORMAT 1

Study Guide in Prof.Ed.105-Facilitating Learner Centered-Teaching Module 1: Unit 1 - Introduction

>Student-centered learning moves students from passive receivers of information to active

participants in their own discovery process. What students learn, how they learn it and how their
learning is assessed are all driven by each individual student's needs and abilities.

>Learning diversity' refers to the infinite variety of life experiences and attributes a child brings to
their formal learning at school. All students with diverse learning needs have a right to access a full
and engaging education on the same basis as their peers.

>Metacognition is put simply, thinking about one's thinking. More precisely, it refers to the
processes used to plan, monitor, and assess one's understanding and performance.

B. Learner Centered- Psychological Principles (LCP)

Cognitive and metacognitive factors

This domain refers to thought processes (cognitive factors) involved in learning as well as the
strategies students use to learn and their reflections about their thought processes (metacognitive
factors). The Learner-Centered Principles indicate that the learning process, particularly for
complex material, is most effective when students intentionally construct meaning from
information and experience, are provided support and guidance over time to construct coherent
representations of knowledge, can link new knowledge with existing knowledge in meaningful
ways, and can use and develop various learning strategies. In addition, the Learner-Centered
Principles indicate that learning is influenced by various environmental factors such as culture,
technology, and instructional or facilitator practices.

>Cognition is a mental process that include memory, attention, producing and understanding
language, reasoning, learning, problem-solving and decision making. It is often referred to as
information processing, applying knowledge, and changing preferences.

>Metacognition is a subdivision of cognition, or a type of cognition. Metacogition is defined as the

scientific study of an individual's cognitions about his or her own cognitions.

Motivational and Affective factors

Motivational and emotional influences on learning. The rich internal world of thoughts, beliefs,
goals, and expectation for success or failure can enhance or interfere with the learner's quality of
thinking and information processing.

Affective factors are emotional factors which influence learning. They can have a negative or
positive effect. Negative affective factors are called affective filters and are an important idea in
theories about second language acquisition.

Similarly, what are the factors of motivation? Drivers of human behavior related to the intrinsic
nature of the work, but not necessarily to the surrounding circumstances or environment.
Motivating factors include achievement, advancement, autonomy, personal growth, recognition,
responsibility, and the work itself.

What are motivational factors in learning?

PANGASINAN STATE UNIVERSITY PAGE \* MERGEFORMAT 1

Study Guide in Prof.Ed.105-Facilitating Learner Centered-Teaching Module 1: Unit 1 - Introduction

Many factors influence a given student motivation to work and learn, interest in the subject matter,
general desire to achieve, environment, facilities as well as patience and persistence. However, not
all students are motivated by the same values needs or desires.

What are motivational and emotional influences on learning?

Motivational and emotional influences on learning. Motivation to learn is determined by many

factors; emotional state, beliefs, interests, goals, habits of thinking etc. Understanding and
encouraging certain motivational states is key in determining a student's success in the classroom.

Developmental and Social factors

This domain refers to students previous experiences and learning readiness (developmental factors)
as well as interpersonal relations between and among students and teachers or facilitators (social
factors) that affect current learning. According to the principles in this domain, students have
different previous learning experiences and opportunities and are at different developmental levels
in the intellectual, emotional, physical, and social development. Activities that account for these
differences between and within students are more effective. Furthermore, learning is influenced by
students positive interactions and personal relationships with other students and relevant adults.

Individual Differences Factors

This domain refers to the differences between and within students (individual-differences) that
influence learning. The Learner-Centered Principles indicate that individual students have different
strategies and skills for learning based on their backgrounds and prior learning experiences.
Instructional practices that account for these differences in strategies and skills as well as
differences in culture and background are more effective. In addition, setting standards and
expectations that are appropriately high for individual students and assessing students on their
progress towards achieving those standards are integral to learning.

LEARNING POINTS

In a learner-centered environment, learners are aware of the reasons for learning the
content, develop ways to learn about the content that is appropriate for the discipline, and practice
solving real-world problems based upon the content.

Viewing learning as something accomplished by learners, rather than caused by teachers is

often referred to as learner-centered teaching. Maryellen Weimer, who has written several books
and articles about this topic, defines learner-centered teaching as teaching that makes learners
responsible for learning (2013). Learner-centered education makes sense from our new
understandings based on the neuroscience of how learners learn (NEA, 2008). As this approach is a
paradigm shift from traditional teacher-centered instruction, this article overviews some of the
mental shifts necessary for thinking from a learner-centered perspective.

PANGASINAN STATE UNIVERSITY PAGE \* MERGEFORMAT 1

Study Guide in Prof.Ed.105-Facilitating Learner Centered-Teaching Module 1: Unit 1 - Introduction

Becoming learner-centered leads us to focus our teaching directly on learning. It does not
mean placing the students in charge! We need to avoid the mistaken viewpoint that teachers are
here to serve our customers, the students, and to deliver education to them. Weimer (2013) states
that learner-centered teaching involves students in:

Practicing, working with difficult problems, and developing learning skills. Weimer calls
this work the “messy work of learning.”

•Learning how to learn.

•Teachers teach students how to learn while they are teaching content.
•Reflecting and assessing their learning and taking responsibility for modifying approaches to
strengthen their skills.
•Having control over some of their learning processes such as making choices about assignments
and helping to develop course policies.
•Learning collaboratively from one another and their teachers.

LEARNING ACTIVITY

Name: _________________________________ Date: _________

Year & Section__________________________ Score: __________

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

REFERENCES

Maryellen Weimer
John Wiley & Sons, Learner-Centered Teaching: Five Key Changes to Practice

Tony Bates Associates Limited, 2015 Teaching in a Digital Age: Guidelines for Teaching and
Learning

John Shindler
Transformative Classroom Management: Positive Strategies to Engage All …

PANGASINAN STATE UNIVERSITY PAGE \* MERGEFORMAT 1

Study Guide in Prof.Ed.105-Facilitating Learner Centered-Teaching Module 1: Unit 1 - Introduction

Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman

How Learning Works: Seven Research-Based Principles for Smart Teaching

By National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and

Social Sciences and Education, Board on Science Education, Board on Behavioral, Cognitive, and
Sensory Sciences, Committee on How People Learn II: The Science and Practice of Learning

PANGASINAN STATE UNIVERSITY PAGE \* MERGEFORMAT 1