Lesson title: Learning Principles

Associated to Cognitive,
Metacognitive, Motivational, and
Affective Factors

DAY 1-4
The Learner-Centered Psychological
Principles
Focus on psychological factors that are primarily
internal to and under the control of the learner
rather than conditioned habits of physiological
factors. (APA)

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 (1) cognitive and metacognitive, (2)
motivational and affective, (3) developmental and
social, and (4) individual difference factors
influencing learners and learning.
 Defining "Learner-
Centered"
"Learner centered" is the perspective that couples a
focus on individual learners- their heredity,
experiences, perspectives, backgrounds, talents,
interests, capacities, and needs - with a focus on
learning.

- effective in promoting the highest levels of motivation,

learning, and achievement for all learners.
 (a) include learners in decisions about how
and what they learn and how that learning is
assessed;

(b) value each learner's unique

perspectives;

(c) respect and accommodate individual

differences in learners' backgrounds,
interests, abilities, and experiences; and

(d) treat learners as co-creators and

partners in the teaching and learning
process.
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.

Learning is the acquisition, through maturation, and

experience.
Learning is Universal and learning is through experience.
Learning is adjustment to a new situation.
2. Goals of the Learning Process

- the successful learner, over time and with

support and instructional guidance, can create
meaningful, coherent representations of
knowledge.

Learning goal: is the backbone of a lesson and

provides the reason for teaching and observing it.
3. Construction of Knowledge
- learners actively build their understanding
through exploration, reflection, and interaction.

-constructing meaning from the information

and experience gained through learning.
4. Strategic Thinking
-using crtitical thinking to solve complex
problems.
5. Thinking about thinking
- can reflect on how they think and learn
6. Context of Learning
- set of conditions where learners build
knowledge and where the learning takes place.
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.
 Lesson title: Learning Principles on
Development, Social, and
Individual Differences

DAY 1-4
DEVELOPMENTAL AND
SOCIAL FACTOR

10. Developmental influences on learning

-Learning is most effective when differential developmental

within and across physical, intellectual, emotional, and

social domains.

-Individuals learn best when material is appropriate to their

developmental level
DEVELOPMENTAL AND
SOCIAL FACTOR

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
FACTOR

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.

INDIVIDUAL DIFFERENCES
FACTOR

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.
 Lesson title: Metacognition and
Metacognitive Knowledge

DAY 1-4
 Definition of Metacognition
The term metacognition is atrributed
to Flavell. He described it as
“knowledge concerning one’s
cognitive processes and products or
anything related to them.

Self awareness of one’s own

knowledge.
Self awareness of one’s own
knowledge.
 Declarative knowledge or Procedural knowledge or task
personal knowledge knowledge
the learner’s knowledge involves the
about things. Declarative knowledge of how to
knowledge is the do things and how
knowledge of facts, data, skills or competencies
and pieces of are executed.
information,
 Conditional
knowledge or strategy
knowledge

- refers to the ability to

know when and why
various cognitive acts
should be applied. It
involves using strategies
to learn information
(knowing how to know)
 Metacognitive knowledge
is the result of an individual’s metacognitive experiences.
01
also called metacognitive awareness

focuses more on the planning, monitoring, evaluation, and

02 regulation of thought.

it is also what individuals know about themeselves.

Metacognitive knowledge refers to what learners know

about learning.
 Thank you for
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