UNIT 1 LEARNER-CENTERED

PSYCHOLOGICAL PRINCIPLES (LCP)

LEARNING OUTCOMES:
1. EXPLAIN THE 14 PRINCIPLES.
2. ADVOCATE THE USE OF THE 14 PRINCIPLES IN THE
TEACHING-LEARNING PROCESS
3. IDENTIFY WAYS ON HOW TO APPLY THE 14 PRINCIPLES IN
INSTRUCTION AS FUTURE TEACHER
 LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
PUT TOGETHER BY AMERICAN PSYCHOLOGICAL ASSOCIATION.
 PERTAINS TO THE LEARNER AND THE LEARNING PROCESS
 THESE LPS HAVE THE FOLLOWING ASPECTS:
 FOCUS ON PSYCHOLOGICAL FACTORS THAT ARE PRIMARILY INTERNAL TO AND UNDER
THE CONTROL OF THE LEARNER
 INTENDED TO DEAL HOLISTICALLY WITH LEARNERS IN THE CONTEXT OF REAL-WORLD
LEARNING SITUATIONS.
 DIVIDED TO COGNITIVE AND METACOGNITIVE; MOTIVATIONAL & AFFECTIVE,
DEVELOPMENTAL & SOCIAL AND INDIVIDUAL DIFFERENCE FACTORS INFLUENCING
LEARNERS AND LEARNING.
 INTENDED TO APPLY TO ALL LEARNERS IN THE EDUCATIONAL SYSTEM.
 COGNITIVE & METACOGNITIVE FACTORS

1. NATURE OF THE LEARNING PROCESS

THE LEARNING OF THE COMPLEX SUBJECT MATTER IS MOST EFFECTIVE WHEN IT IS AN
INTENTIONAL PROCESS OF CONSTRUCTING MEANING FROM INFORMATION AND EXPERIENCE.
2. GOALS OF THE LEARNING PROCESS
THE SUCCESSFUL LEARNER, OVERTIME AND WITH SUPPORT AND INSTRUCTIONAL
GUIDANCE, CAN CREATE MEANINGFUL, COHERENT AND REPRESENTATIONS OF KNOWLEDGE.
3. CONSTRUCTION OF KNOWLEDGE
THE SUCCESSFUL LEARNER CAN LINK NEW INFORMATION WITH EXISTING KNOWLEDGE IN
MEANINGFUL WAYS.
4. STRATEGIC THINKING
THE SUCCESSFUL LEARNER CAN CREATE AND USE A REPERTOIRE OF THINKING AND REASONING
STRATEGIES TO ACHIEVE COMPLEX LEARNING GOALS.
5. THINKING ABOUT THINKING
HIGHER ORDER STRATEGIES FOR SELECTING AND MONITORING MENTAL OPERATIONS,
FACILITATE CREATIVE AND CRITICAL THINKING.
6. CONTEXT OF LEARNING
LEARNING IS INFLUENCES BY ENVIRONMENTAL FACTORS, INCLUDING CULTURE,
TECHNOLOGY AND INSTRUCTIONAL PRACTICES.
 MOTIVATIONAL AND AFFECTIVE FACTORS
1. MOTIVATIONAL AND INFLUENCES ON LEARNING
WHAT AND HOW MUCH IS LEARNED IS INFLUENCED BY THE LEARNER’S MOTIVATION.
MOTIVATION TO LEARN IS INFLUENCED BY INDIVIDUAL’S EMOTIONAL STATE, BELIEFS,
INTERESTS, GOALS AND HABITS OF THINKING.

2. INTRINSIC MOTIVATION TO LEARN

THE LEARNERS CREATIVITY , HIGHER ORDER THINKING AND NATURAL CURIOSITY ALL
CONTRIBUTE TO MOTIVATIONS TO LEARN. INTRINSIC MOTIVATION IS STIMULATED BY TASKSOF
OPTIMAL NOVELTY AND DIFFICULTY, RELEAVNT TO PERSONAL INTERESTS AND PROVIDING FOR
PERSONAL CHOICE AND CONTROL.

3. EFFECTS OF MOTIVATION ON EFFORT

ACQUISITION OF COMPLEX KNOWLEDGE & SKILLS REQUIRES EXTENDED LEARNER’S
EFFORT AND GUIDED PRACTICE. WITHOUT LEARNER’S MOTIVATION TO LEARN AND
WILLINGNESS TO EXERT THIS EFFORT IS UNLIKELY WITHOUT COERCION
 INDIVIDUAL DIFFERENCES FACTORS

1. INDIVIDUAL DIFFERENCES IN LEARNING

LEARNERS HAVE DIFFERENT STRATEGIES, APPROACHES AND CAPABILITIES FOR
LEARNING THAT ARE A FUNCTGION OF PRIOR EXPERIENCE AND HEREDITY.

2. LEARNING AND DIVERSITY

LEARNING IS MOST EFFECTIVE WHEN DIFFERENCES IN LEARNERS’ LINGUISTIC,
CULTURAL AND SOCIAL BACKGROUNDS ARE TAKEN INTO ACCOUNT.

3. STANDARDS AND ASSESSMENT

SETTING APPROPRIATELY HIGH AND CHALLENGING STANDARDS AND ASSESSING
THE LEARNER AS WELL AS LEARNING PROGRESS-INCLUDING DIAGNOSTIC, PROCESS
AND OUTCOME ASSESSMENT ARE INTEGRAL PART OF THE LEARNING PROCESS.
 SUMMARY OF THE 14 PRINCIPLES ARE DISTILLED INTO FIVE
AREAS:
• KNOWLEDGE BASE. INDIVIDUAL’S EXISTING KNOWLEDE SERVES AS THE
FOUNDATION OF ALL FUTURE LEARNING.
• STRATEGIC PROCESSING AND CONTROL. LEARNERS DEVELOP SKILLS TO REFLECT
AND REGULATE THEIR THOUGHTS AND BEHAVIORS IN ORDER TO LEARN MORE
EFFECTIVELY

• MOTIVATION AND AFFECT. FACTORS SUCH AS INTRINSIC MOTIVATION, REASONS FOR

WANTING TO LEARN, PERSONAL GOALS AND ENJOYMENT HAVE THE CRUCIAL PART IN THE
LEARNING PROCESS.

• DEVELOPMENT AND INDIVIDUAL DIFFERENCES. LEARNING IS A UNIQUE JOURN

BECAUSE EACH HAS UNIQUE GENETKC ABD ENVIRONMENTAL FACTORS INLUENCING
THEM.
• SITUATION OR CONTEXT. LEARNING HAPPENS IN THE CONTEXT OF A SOCIETY AND
WITHIN AN INDIVIDUAL.
 LEARNING TASK
• FIVE-MINUTE NON-STOP WRITING BEGINS…
• REFLECTION

FROM THE MODULE ON LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES, I

REALIZED THAT….
 MUST INCLUDE AN INTRO, DISCUSSION OF SALIENT POINTS AND FINAL WORDS
 MUST CONTAIN AT LEAST 3 PARAGRAPHS
 USE ENGLISH. CHECK GRAMMAR AND MECHANICS.
 TIME YOURSELF FOR FIVE MINUTES. WRITE YOUR REFLECTION IN JUST FIVE
MINUTES
NON-STOP WRITING
 ENCODED/HANDWRITTEN SCREENSHOT SEND TO GOOGLE CLASSROOM