The 14-Learner-Centered Psychological Principles

I. Cognitive and Metacognitive Factors

A. Nature of the Learning Process

The learning of a complex subject matter is most effective when it is an intentional

process of constructing meaning from information and experience. Teachers play a
significant role in guiding their learners to become active, goal-directed, and self-regulating, and
to assume personal responsibility for their learning. The learning activities and opportunities
provided by the teacher are very important situations where learners can integrate knowledge and
concepts to their experiences. Whenever teachers plan their lessons and topics, they always need
to consider how they can bring reality in the classroom. Learners need to have a clear and
concrete understanding of knowledge and concepts presented so that they would also know in
what particular situations they have to apply them. Learning through experience is the most
effective way of teaching. An intentional learning environment is one that fosters activity and
feedback and creates a culture that promotes metacognition, that is, one in which the leaner
becomes aware of his or her learning process and can use tools to enhance this learning process.
Successful learners are active, goal-directed, self-regulating, and assume personal responsibility
for contributing to their own learning.

B. Goals of the Learning Process

The successful learner, over time, and with support and instructional guidance, can
create meaningful, coherent representations of knowledge. The strategic nature of learning
requires students to be goal-directed. Teachers have to guide learners in terms of determining
their personal goals. They need to set their goals, not dictated by others, to ensure their
willingness to achieve them. Meaningful learning takes place when what is presented to learners
is very much related to their needs and interests. When learners have a good understanding of
the concepts discussed in school, they can reach long-term goals most likely.

C. 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. The nature of these links
can take a variety of forms, such as adding to, modifying, or reorganizing existing knowledge or
skills. How these links are made or developed may vary in different subject areas, and among
students with varying talents, interests, and abilities. However, unless new knowledge comes
integrated with the learner’s prior knowledge and understanding, this knew knowledge remains
isolated, cannot be used most effectively in new tasks, and does not transfer readily to new
situations. Teachers should initiate more opportunities for learners to share ideas, experiences,
observations, and readings as the need arises. Sharing prior knowledge can be done in creative
strategies like concept mapping, group activities, and other collaborative techniques where
learners are also able to learn from each other’s experiences.

D. Strategic Thinking

The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex, learning goals. Successful learners use strategic thinking in
their approach to learning, reasoning, problem-solving, and concept learning. Strategic thinking
is a person’s ability to use knowledge in different ways to solve problems, address concerns and
issues, decrease difficulties in certain situations, and make sound decisions and judgments in
varied conditions. Strategic thinkers do not easily give up in difficult situations. They are more
challenged to find ways to solve a problem no matter how many times they already failed. They
are not afraid to commit mistakes because they perceive them as meaningful learning
experiences to continuously discover other ways of arriving at solutions. Teachers are supposed
to give them as many opportunities to learn, experiment, solve, and explore new ideas and
concepts. Thus, to motivate and encourage the learners to be more creative and innovative in
their ideas, opinions, and responses are musts for teachers.

E. 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 towards goals. One of the most challenging roles of the
teacher is to develop among their learners’ higher order thinking skills 9HOTS). It means that
their learners can do evaluation, synthesis, analysis, and interpretation of varied concepts,
information, and knowledge. Learners develop their thinking skills when they are provided with
opportunities and learning experiences to process varied events and situations, specifically, if
given a real problem. This context means that aside from mastering information, discovery,
problem-solving, creation, evaluation should also be integrated into their learning experiences.
Assessment tools in school should be authentic. Students can make inferences, sound judgments
and relevant conclusions and use their knowledge to varied situations.

F. Context of Learning

Learning is influenced by environmental factors, including culture, technology, and

instructional practices. Teachers play a major interactive role with both the learner and the
learning environment. Much of what learners learn in the classroom with their teachers can only
have meaning once they see them concretely in their everyday life. Examples given in the
classroom should e a reflection of their actual life experiences. Cultural or group influences on
students can impact many educationally relevant variables such as motivation, orientation toward
learning, and ways of thinking. The digital tools and instructional practices must be carefully
selected to facilitate a motivating, stimulating, and encouraging learning environment geared
toward effective acquisition of knowledge, concepts, and skills among learners.
II. Motivational and Affective Factors

G. Motivational and emotional influences in 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. Motivation play a very important role in learning.
It pertains to an individual’s inner drive to do something, accomplish something, pursue a goal,
learn, and master a skill, or just discover without necessarily being forced or pushed by anyone.
The level of one’s motivation would also determine the extent of his or her ability to accomplish
desired tasks. The way teachers motivate their learners is then crucial to make them actively
engaged in the learning process.

In lesson planning, the motivation part of the lesson sets the positive mindset of the
learners. No matter how new, challenging, and technical a topic is, if the level of their
motivation is high, they would always find the interest to participate and get themselves engaged.
Meanwhile, if there were no efforts to motivate learners, then there would also be no engagement
to learning.
Teachers and parents’ encouragements, praises, and rewards can boost the learners’
confidence. They can also establish positive emotional states and good habits of thinking in
individuals. Learners will always feel that mistakes and errors are normal parts of learning.
Teachers should also use learning materials and strategies that would eradicate learners’ anxiety,
panic, and even insecurities.

H. Intrinsic motivation to Learn

The learner’s 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.
There are two kinds of motivation – intrinsic and extrinsic motivation. Intrinsic motivation is
manifested when an individual engages in an activity or task that is personally gratifying. It is
personally rewarding, and there is no expectation for any external or tangible reward. Extrinsic
motivation, on the other hand, is its direct opposite. A person engages in a task or activity to
earn external rewards or to avoid punishments in some situations

As teachers and mentors, the most important way to motivate the students to learn is to
present the value of that knowledge or concept to their life. Learning is not only about getting
good grades or complying with requirements, but it is more of knowing why they need to learn
such and to what specific instances in their lives that they would be able to use them. When
what is being taught to the students is presented creatively, it stimulates their HOTS, enhances
their curiosity, and heightens their interest to learn more about it. Teaching strategies that allow
personal choice and control, collaboration, and creation for learners contribute to a more
heightened intrinsic motivation for learning.
I. Effects of Motivation on Effort

Acquisition of complex/sophisticated knowledge and skills requires extensive

learner’s effort and guided practice. Without learner’s motivation to learn, the willingness
to exert this effort is unlikely without coercion. The learner’s motivation to learn is also
partnered by their extended efforts. Teachers facilitate learning opportunities and experiences
that encourage learners to exert time and effort, and at the same time commitment and
enthusiasm toward a task they have to do and a concept they have to learn. It is through the
teachers’ encouragement that they will have to do tasks with quality and not just for
compliance’s sake.

Teachers can praise works that have been done well. They can also acknowledge every
little achievement of a person. Teachers can use the students’ errors or mistakes as opportunities
for mentoring. All these raise a person’s motivation to learn. Positive emotions established in
the classroom as well as with others make learning interesting for everybody in general. The
learning environment can also foster positive emotions when there is no competition between
and among learners, and numeric grades are just secondary considerations as pieces of evidence
of learning.

III. Developmental and Social Factors

J. 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. Knowledge on the physical,
intellectual, emotional, and social domains of the learners is an excellent springboard for
planning learning activities, materials, and assessment. Often, some learners are not learning
well because there is a mismatch between the learning activity and the learners’ developmental
stage.

Teachers are persons and professionals who should be knowledgeable of the various
developmental milestones of learners. They should not be working alone along instructional
planning. They should always collaborate with school administrators, guidance counselors,
learners’ parents, guardians, and even family. Specifically, teachers should always look into the
readiness of the learners through keen observations, diagnostic tools, authentic assessments, and
the like.

K. Social Influences on Learning

Learning is influenced by social interactions, interpersonal relations, and

communication with others. Collaboration is a 21st century skill. All learners should learn the
skill of working with others in an instructional setting. This ability will prepare them for the real
world where they are expected to interact effectively to a community of diverse people.
Collaborative skills encompass social interactions, interpersonal relations, and communication.
Learning activities in the classroom should offer opportunities for such collaborative skills.
Group works, group dynamics, as well as group tasks are examples of situations where such can
be developed.

When learners work with their peers and classmates, they learn to appreciate and respect
diversity. They practice their listening skills and at the same time consider each others’
perspectives and contributions on the task to be completed. When adequately facilitated by the
teacher, this ability contributes to a positive and healthy learning such as respect for each other’s
opinions, give-and-take relationships, and taking responsibility for assigned tasks to develop the
interpersonal relationships of the learners.

IV. Individual Differences Factors

L. Individual Differences in Learning

Learners have different strategies, approaches, and capabilities for learning that are
a function of prior experience and heredity. Diversity is a natural part of life. The learning
environment is the best example where diversity is manifested between and among learners.
Each learner has his or her learning style, intelligence, potential, skills, talents, learning
preferences, as well as cognitive abilities which are the effects of both experience and heredity.
Theories on multiple intelligence, learning styles, and differentiated instructions are all to be
considered when planning the delivery of lessons. Teachers assist and support their learners in
identifying their most effective learning style, dominant intelligence, skills, and potentials, and
help them identify the ways and means on how they can use them to maximize learning.

Current trends in teaching encourage teachers to apply concepts on multicultural

teaching, differentiated instruction (DI), and the universal design for learning (UDL). All these
principles support the premise that teachers should be creative, innovative, and supportive of the
individual differences of their learners. These trends in teaching offer various ideas, options, and
ways by which diversity can best be used for meaningful teaching and learning.

M. Learning and Diversity

Learning is most effective when differences in learners’ linguistic, cultural, and

social backgrounds are taken into account. Multicultural teaching encourages teachers to
consider their learners’ linguistic, cultural, and social backgrounds. Language can be a barrier in
learning when learners cannot express themselves properly and when the learning material is not
also related to their social context. Examples given may be too vague or abstract because their
most specific application cannot be found outside of the school. Cases and situations should be
contextualized and localized. When learners find that their lessons are also concretely seen in
their places and are closely related to their environment, the more they can appreciate learning.

Culture makes one person distinct from other people. Students manifest differences in
language, values, belief systems, and way of life. An inclusive classroom is one that welcomes
and respects these differences, which are incorporated into their learning activities. They are
also used as actual examples of concepts presented during discussions. Students do not feel
discriminated upon and ridiculed because of their uniqueness as an individual. When each
learner feels valued, accepted, and appreciated for what he or she is, this affirmation contributes
to a positive learning environment.

N. Standards and Assessment

Setting appropriately high and challenging standards and assessing the learner as
well as the learning progress – including diagnostic, process, and outcome assessment – are
integral parts of the learning process. Assessment and evaluation are essential parts of the
teaching and learning process. The results of assessments conducted are used to gauge the
learners’ strengths, weaknesses, limitations, and areas of difficulties. Teachers can also
determine what kind of support and scaffold the learners need. This process also includes
knowing which instructional material would best assist a learner for better school performance.

Assessment should be an ongoing process. Whether it was formative or summative,

results should be used as a means of improving the teachers’ strategies and techniques in
teaching. Low results may not always be attributed to students’ negligence and difficulties but
may also be because the teacher’s strategy was not effective during the delivery of the lesson.
Assessment, therefore, is for both the teacher and the learner.