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