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Learner-Centered Psychological Principles (LCP) : Learning Outcomes

The 14 principles are divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual difference factors. They state that learning is most effective when the learner is actively constructing their own knowledge, is intrinsically motivated, and the teaching accounts for individual differences, developmental levels, social influences, and the context of learning. The principles aim to provide guidance for a learner-centered approach.

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Lysander Garcia
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2K views43 pages

Learner-Centered Psychological Principles (LCP) : Learning Outcomes

The 14 principles are divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual difference factors. They state that learning is most effective when the learner is actively constructing their own knowledge, is intrinsically motivated, and the teaching accounts for individual differences, developmental levels, social influences, and the context of learning. The principles aim to provide guidance for a learner-centered approach.

Uploaded by

Lysander Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Learner-

Centered
Psychological
Principles
(LCP)
LEARNING OUTCOMES
• explain the 14 principles.
• advocate for the use of
the 14 principles in the
teaching – learning
process.
• identify ways on how to
apply the 14 principles in
Prepared by: instruction as a future
teacher.
ANNILYN M. AMBANLOC, RN, LPT
Learner – Centered
Psychological Principles (LCP)
American Psychological Association
the largest scientific and professional
organization of psychologists in the
United States, with over 118, 000
members including
scientists, educators,
clinicians, consultants,
and students.
The 14 principles have the following
aspects:
focus on psychological factors that
are primarily internal to and under
the control of the learner rather than
conditioned habits or physiological
factors;
intended to deal holistically with
learners in the context of real – world
learning situations;
divided into those referring to
a) Cognitive and metacognitive
b) Motivational and affective
c) Developmental and social
d) Individual difference factors
influencing learners and learning
intended to apply to all learners
Cognitive and
Metacognitive
Factors
1. Nature of the learning
process
2. Goals of the learning
process
3. Construction of
knowledge
4. Strategic thinking
5. Thinking about thinking
6. Context of learning
1. Nature of the learning process
The learning of complex
subject matter is most effective
when it is an intentional process
of constructing meaning from
information and experience.
Different types of
learning:

• Habit formation in motor learning


• Generation of knowledge, or
cognitive skills and learning
strategies
SUCCESSFUL LEARNERS
are…
Active
Goal – directed
Self – regulating
Assume personal responsibility
for contributing their own
learning.
2. Goals of the learning process
The successful learner, over
time and with support and
instructional guidance, can create
meaningful, coherent
representations of knowledge.
2. Goals of the learning process
To construct useful
representations of knowledge and to
acquire the thinking and learning
strategies necessary for continued
learning success across the life span,
students must generate and pursue
personally relevant goals.
• The strategic nature of learning
requires students to be goal-
directed
• Educators can assist learners in
creating meaningful learning
goals that are consistent with
both personal and educational
aspirations and interests
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
• Educators can assist learners in
acquiring and integrating
knowledge by a number of
strategies that have been shown
to be effective with learners
4. Strategic thinking
The successful learner can
create and use a repertoire of
thinking and reasoning
strategies to achieve complex
learning goals.
4. Strategic thinking
Successful learners use it in…
learning
Reasoning
Problem – solving
Concept learning
• Learning outcomes can be
enhanced if educators assist
learners in developing, applying,
and assessing their strategic
learning skills
5. Thinking about thinking
Higher order strategies for
selecting and monitoring mental
operations facilitate creative and
critical thinking.
• Successful learners can reflect
on how they think and learn, set
reasonable learning or
performance goals, select
potentially appropriate learning
strategies or methods, and
monitor their progress toward
these goals
6. Context of learning
Learning is influenced by
environmental factors, including
culture, technology and
instructional practices.
• Learning does not occur in a
vacuum. Teachers play a major
interactive role with both the
learner and the learning
environment
Motivational
and Affective
Factors

• Motivational and
emotional influences
on learning
• Intrinsic motivation to
learn
• Effects of motivation
on effort
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.
• Student’s beliefs about
themselves as learners and the
nature of learning have a
marked influence on motivation
• Positive and negative emotions
have an impact on learning
8. Intrinsic motivation to learn
The learner’s creativity, higher order
thinking, and natural curiosity all
contribute to 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
Acquisition of complex
knowledge and skills requires
extended learner effort and
guided practice.
Without learner’s motivation to
learn, the willingness to exert this
effort is unlikely without coercion.
 Effort is another major indicator of
motivation to learn.
Developmental
and Social
Factors

• Developmental
influences on learning
• Social influences on
learning
10. Developmental influences
on learning
As individuals develop, there are
different opportunities and
constraints for learning.
Learning is most effective when
differential development 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
• Awareness and understanding
of developmental differences
among children can facilitate the
creation of optimal learning
contexts
11. Social influences on learning
• Learning is influenced by social
interactions, interpersonal
relations, and communication
with others
• Learning can be enhanced when
the learner has the opportunity
to interact and to collaborate
with others on instructional tasks
Individual
Differences
Factors

• Individual differences
in learning
• Learning and diversity
• Standards and
assessment
12. Individual differences in
learning
Learners have different
strategies, approaches, and
capabilities for learning that are a
function of prior experience and
heredity.
• Individuals are born with and
develop their own capabilities
and talents
• Educators need to be sensitive
to individual differences.
13. Learning and diversity
Learning is most effective when
differences in learners’ linguistic,
cultural, and social backgrounds
are taken into account.

• Language, ethnicity, race beliefs,


and socioeconomic status can
influence learning.
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.
• Ongoing assessment – providing
valuable immediate feedback
• Standardized assessment –
outcomes assessment
• Performance assessment –
provide other sources of
information about the attainment
of learning outcomes
• Self-assessment – students
appraisal skills
SUMMARY OF THE 14
PRINCIPLES
(Alexander & Murphy)
The knowledge base.
Strategic processing and control.
Motivation and affect.
Development and individual
differences.
Situation or context.
The knowledge base

 One’s existing knowledge serves


as the foundation of all future
learning.
Strategic processing
and control
 Learners can develop skills to
reflect and regulate their
thoughts and behaviors in order
to learn more effectively
Motivation and affect

 Intrinsic motivation, reasons for


wanting to learn, personal goals
and enjoyment of learning tasks
Development and
individual differences

 Learning is a unique journey for


each person
Situation or context

 Society and within an individual

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