Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY-TOMAS OPPUS CAMPUS

San Isidro, Tomas Oppus, Southern Leyte

Website: www.slsuonline.edu.ph
Email: slsu_tomas_oppus@yahoo.com
Contact Nos.: 09533563909; 09486089319

COLLEGE OF TEACHER EDUCATION

SELF-PACED LEARNING PLAN

Educ 104: Facilitating Learner-Centered Teaching and Learning

Second Semester, A.Y. 2020-2021

Title of the Topic: Lesson 2 Learner-Centered Psychological Principles ( LCP)

Objectives:
At the end of the session, the students are expected to:

1. explained the 14 learner-centered psychological principles;

Content of the Lesson

You, the learner, are the center of instruction. The world of instruction revolves around you.
This self-paced learning plan is focused on the fourteen (14) principles that run through the
different lessons.

The LCP were put together by the American Psychological Association. The following 14
psychological principles pertain to the learner and the learning process. The 14 principles have the
following aspects:

 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 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.

The 14 principles are divided into those referring to:

– Cognitive and metacognitive

– Motivational and affective
– Developmental and social
– Individual difference factors

 The principles are intended to apply to all learners- from children, to teachers, to
administrators, to parents, and to community members involved in our educational system.

COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of Learning Process

The learning of complex subject matter is most effective when it is an international process of
constructing meaning from information and experience.
2. Goals of the Learning Process
The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
3. Construction of Knowledge
The successful learner can link new information with existing knowledge in meaningful ways.
Knowledge widens and deepens as students continue to build links between new information and
experiences and their existing knowledge base.
4. Strategic Thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.
Successful learners use in their approach to learning reasoning, problem solving, and concept
learning.
5. Thinking about thinking
Successful learners can reflect on how they think and learn, set reasonable learning or
performances goals, select potentially appropriate learning strategies or methods, and monitor
their progress towards these goals.
6. Context of Learning
Learning is influenced by environmental factors, including culture, technology and instructional
practices.

MOTIVATIONAL AND AFFECTIVE FACTORS

7. 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.
8. Intrinsic motivation to learn
Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control.
9. Effects of motivation on effort
Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and
skills demands the investment of considerable learner energy and strategic effort, along with
persistence over time.
DRVELOPMENTAL AND SOCIAL FACTORS

10. Developmental influences on learning

Learning is most effective when differential developmental within and across physical, intellectual,
emotional, and social domains is taken into account.
Individuals learn best when material is appropriate to their developmental level and is presented in
an enjoyable and interesting way.
11. Social influences on learning
Learning can be enhanced when the learner has an opportunity to interact and to collaborate with
others on instructional tasks.

INDIVIDUAL DIFFERENCES FACTORS

12. Individual differences in learning

Individuals are born with and develop their own capabilities and talents.
Educators need to help students examine their learning preferences and expand or modify them, if
necessary.
13. Learning and diversity
The same basic principles of learning, motivation, and effective instruction apply to all learners.
14. Standards and assessment
Assessment provides important information to both the learner and teacher at all stages of the
learning process.

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:
1. The knowledge base
One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn
more effectively.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and enjoyment of
learning tasks all have a crucial role in the learning process.
4. Development and Individual Differences
Learning is a unique journey for each person because each learner has his own unique combination
of genetic and environmental factors that influence him.
5. Situation or context
Learning happens in the context of a society as well as within an individual.

Guide Questions:
1. What are the 14 learner-centered principles?
2. What are the 4 categories of the 14 learner centered principles?
3. What does each principle say about learning in general?
4. What are examples of internal and external environment?
5. How do these principles affect the learning process?
Self-Learning Activities

1. Describe what you can do to advocate the use of the 14 Learning-Centered Psychological
Principles.

2. Read a research or study related to Learner-Centered Psychological Principles (LCP). Fill out the
matrix below.

PROBLEM RESEARCH METHODOLOGY

TITLE AND SOURCE

FINDINGS CONCLUSIONS/RECOMMENDATIONS

3. From the lesson on Learner-Centered Psychological Principle, I realized

that…..___________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________.

References
Learner-centered psychological principles. Retrieved from
https://cmcacalda19.wordpress.com/2017/10/23/14-learner-centered-principle/
Lucas, M. R. and Corpuz, B. ( 2020). Facilitating Learner-Centered Teaching: LORIMAR Publishing
Inc.