INTERCONNECTEDNESS OF

ALL ASPECTS OF
DEVELOPMENT
 EMOTIONAL
ENVIRONMENT
PEOPLE AROUND

PHYSICAL

COGNITIVE

GENETICS
EDUCATION AND
SOCIAL TRAINING
 INHERITED TRAITS
+ SUPPORTIVE ENVIRONMENT

MOTIVATED AND SELF-REGULATED

INDIVIDUALS
MOTIVATION

- the desire to act in service of a goal

- internal or external
 Internal - motivation to accomplish
goal comes from within the person. It
is determined by own values and
goals
 External - motivation to attain the
goal comes from a source outside the
self
SELF-REGULATION

- the ability to understand and

manage behavior and reactions to
feelings and things happening around. It
includes being able to: regulate
reactions to strong emotions like
frustration, excitement, anger and
embarrassment, or calming down after
something exciting or upsetting.
Abraham Maslow’s
Theory of
Motivation

- motivation is the
result of a person's
attempt at fulfilling
five basic needs:
physiological, safety,
social, esteem and
self-actualization.
 Clayton Alderfer’s
ERG Motivation
Theory

- motivation is
rooted to
existence,
relatedness and
growth. People can
be motivated by
more than one need
simultaneously
David McClelland’s
Acquired Needs
Motivation Theory

- every person has

one of three main
driving motivators:
the needs for
achievement,
affiliation, or power.
 Frederick
Herzberg
Motivation Theory

- suggests that
satisfaction and
dissatisfaction at
work are influenced
by two sets of
factors: hygiene &
motivators.
 Victor Vroom’s
Expectancy
Theory of
Motivation

- a person's
motivation is
directly tied to an
expected outcome
as a result of their
hard work and
labor.
 Edwin Locke’s
Goal Setting
Theory

- individuals who
set specific,
difficult goals
performed better
than those who set
general, easy goals.
 Richard Ryan and Edward Deci’s Self-
Determination Theory of Motivation

- the best way to get human beings to

perform tasks is to reinforce their behavior
with rewards goals.

- the satisfaction of basic human needs for

autonomy, competence, and relatedness
are a key driver of motivated behavior
 How is motivation and self-regulation
connected?

How are the areas of human development

related to motivation and self-regulation?

Why is motivation and self-regulation important

to learning?
 THE MAJOR
THEORIES/SCHEMAS ABOUT
LEARNING
 BEHAVIORISM
John Watson and Burrhus Frederic Skinner
-focuses on how people learn
through their interactions with
the environment

-all behaviors are acquired

through conditioning, which is
a process of reinforcement
and punishment

-learning is a change in
observable behavior that
results from experience
 COGNITIVISM
Jean Piaget and Ulrich Neisser
-concentrates on how a person's
mind receives, organizes, saves
and retrieves information

-believes that the human mind

functions like an information
processor or computer

-knowledge acquisition occurs

when learners actively engage
in problem-solving activities
(active learning)
 CONSTRUCTIVISM
Jean Piaget and John Dewey

-individuals create an
understanding and interpretation
of lessons based on their prior
experience and knowledge

-believes that students bring

their own unique experiences to
the class, improving and
diversifying the learning
potential of the entire class
 CONNECTIVISM
George Siemens and Stephen Downes
-focuses on the idea that people
learn and grow when they form
connections

-learning occurs when peers are

connected and share opinions,
viewpoints, and ideas through a
collaborative process

-connections fuel learning; learning

is no longer an internal,
individualistic activity
 TRANSFORMATIVE LEARNING
Jack Mezirow
-focuses on the idea that learners
can adjust their thinking based on
new information

-applying old understanding to new

situations gain a new
understanding of things as they
change

-person’s worldview is changed the

more they learn which helps them
grasp new concepts and ideas
 EXPERIENTIAL LEARNING
David Kolb

-focuses on learning
by doing

-encourages
immediate
application of
knowledge to real-
world experiences
LAWS OF LEARNING
Edward Thorndike
 PRIMARY LAWS
Law of Effect Law of Law of
Exercise Readiness
 emotional
reaction of  encourage  Physical,
the learner repetition mental, and
to acquire emotional
 positive skills state of the
outcomes= learner
repeat  Practice
behavior makes
perfect
 SECONDARY LAWS

Law of
Law of Law of
Multiple
Primacy Recency
Responses

Law of Set of Law of

Attitude Intensity
 THE PRINCIPLES OF
TEACHING AND LEARNING
 ELEMENTS CLASSROOM
MANAGEMENT
Physical
Space
actions that an
instructor takes to
create and maintain a
learning environment Delivery of Rules and
Lessons Procedures
that is conducive to
successful
instruction.
Class
Culture
 EFFECTIVE TEACHING PRINCIPLES

P6: Engage and

P5: Monitor and
P4: Adapt lesson collaborate within a
assess learner
delivery as needed community of
progress
practice

P2: Create
P3: Design high-quality
conditions for
lessons/activities
learning

P1: Know the learners

 14 LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES & ITS
4 AREAS

COGNITIVE AND
MOTIVATIONAL
METACOGNITIVE
AND AFFECTIVE

DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of the Learning Process

 Let the learners be active, goal-

directed, self-regulating, and assume
responsibility to their own learning
COGNITIVE AND METACOGNITIVE FACTORS

2. Goals of the Learning Process

 The successful learner, with support

and instructional guidance can create
meaningful, coherent representations
of knowledge
COGNITIVE AND METACOGNITIVE FACTORS

3. Construction of knowledge

 The successful learner can link new

information with existing knowledge in
meaningful ways
COGNITIVE AND METACOGNITIVE FACTORS

4. Strategic thinking

 The successful learner can create and

use a repertoire of thinking and
reasoning strategies to achieve
complex learning goals
COGNITIVE AND METACOGNITIVE FACTORS

5. Thinking about thinking

 Higher order strategies for selecting

and monitoring mental operations
facilitate creative and critical thinking
COGNITIVE AND METACOGNITIVE FACTORS

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

 What and how much is learned is

influenced by the learner’s motivation.
Motivation to learn, in turn, is
influenced by the individual’s emotional
states, beliefs, interests and goals, and
habits of thinking
MOTIVATIONAL AND AFFECTIVE FACTORS

9. Effects of motivation on effort

 Acquisition of complex knowledge and

skills require extended learner effort
and guided practice. Without learner’s
motivation to learn, the willingness to
exert this effort is unlikely without
coersion
DEVELOPMENTAL AND SOCIETAL FACTORS

10. Developmental influences on learning

 Learning is most effective when

differential development within and
across physical, intellectual, emotional
and social domains is taken into
account
DEVELOPMENTAL AND SOCIETAL FACTORS

11. Social influences on learning

 Learning is influenced by social

interactions, interpersonal relations,
and communication with others.
INDIVIDUAL DIFFERENCES FACTORS

12. Individual differences in learning

 Learners have different strategies,

approaches, and capabilities for
learning that are a function of prior
experience and heredity
INDIVIDUAL DIFFERENCES FACTORS

13. Learning and diversity

 Learning is most effective when

differences in learners’ linguistic,
cultural, and social backgrounds are
taken into account
INDIVIDUAL DIFFERENCES FACTORS

14. 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
parts of the learning process