Facilitating Learner-Centered Teaching
Module 2 – Learner-Centered Psychological
Principles (LCP)
Learning Outcomes
1. Explain the 14 learner-centered psychological principles.
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.
There are different types of learning processes, for example, habit formation in
motor learning; and learning that involves the generation of knowledge, or cognitive
skills and learning strategies. Learning in schools emphasizes the use of intentional
processes that students can use to construct meaning from information, experiences, and
their own thoughts and beliefs. Successful learners are active, goal-directed, self-
regulating, and assume personal responsibility for contributing to their own learning. The
principles set forth in this document focus on this type of 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.
The strategic nature of learning requires students to be goal directed. 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. Initially, students' short-term goals and learning may be
sketchy in an area, but over time their understanding can be refined by filling gaps,
resolving inconsistencies, and deepening their understanding of the subject matter so that
they can reach longer-term goals. 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. 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 develop may vary in different subject
areas, and among students with varying talents, interests, and abilities. However, unless
new knowledge becomes integrated with the learner's prior knowledge and
understanding, this new knowledge remains isolated, cannot be used most effectively in
new tasks, and does not transfer readily to new situations. Educators can assist learners in
acquiring and integrating knowledge by a number of strategies that have been shown to
be effective with learners of varying abilities, such as concept mapping and thematic
organization or categorizing.
4. 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. They understand and can use a variety of
strategies to help them reach learning and performance goals, and to apply their
knowledge in novel situations. They also continue to expand their repertoire of strategies
by reflecting on the methods they use to see which work well for them, by receiving
guided instruction and feedback, and by observing or interacting with appropriate
models. 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. In addition, successful learners
know what to do if a problem occurs or if they are not making sufficient or timely
progress toward a goal. They can generate alternative methods to reach their goal (or
reassess the appropriateness and utility of the goal). Instructional methods that focus on
helping learners develop these higher order (metacognitive) strategies can enhance
student learning and personal responsibility for learning.
6. Context of learning.
Learning is influenced by environmental factors, including culture, technology,
and instructional practices.
Learning does not occur in a vacuum. Teachers a major interactive role with both
the learner and the learning environment. Cultural or group influences on students can
impact many educationally relevant variables, such as motivation, orientation toward
learning, and ways of thinking. Technologies and instructional practices must be
appropriate for learners' level of prior knowledge, cognitive abilities, and their learning
and thinking strategies. The classroom environment, particularly the degree to which it is
nurturing or not, can also have significant impacts on student learning.
7. Motivational and emotional influences on learning.
What and how much is learned is influenced by the motivation. Motivation to
learn, in turn, is influenced by the individual's emotional states, beliefs, interests and
goals, and habits of thinking.
The rich internal world of thoughts, beliefs, goals, and expectations for success or
failure can enhance or interfere the learner's quality of thinking and information
processing. Students' beliefs about themselves as learners and the nature of learning have
a marked influence on motivation. Motivational and emotional factors also influence both
the quality of thinking and information processing as well as an individual's motivation to
learn. Positive emotions, such as curiosity, generally enhance motivation and facilitate
learning and performance. Mild anxiety can also enhance learning and performance by
focusing the learner's attention on a particular task. However, intense negative emotions
(e.g., anxiety, panic, rage, insecurity) and related thoughts (e.g., worrying about
competence, ruminating about failure, fearing punishment, ridicule, or stigmatizing
labels) generally detract from motivation, interfere with learning, and contribute to low
performance.
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.
Curiosity, flexible and insightful thinking, and creativity are major indicators of
the learners' intrinsic motivation to learn, which is in large part a function of meeting
basic needs to be competent and to exercise personal control. Intrinsic motivation is
facilitated on tasks that learners perceive as interesting and personally relevant and
meaningful, appropriate in complexity and difficulty to the learners' abilities, and on
which they believe they can succeed. Intrinsic motivation is also facilitated on tasks that
are comparable to real-world situations and meet needs for choice and control. Educators
can encourage and support learners' natural curiosity and motivation to learn by attending
to individual differences in learners' perceptions of optimal novelty and difficulty,
relevance, and personal choice and control.
9. Effects of motivation on effort.
Acquisition of complex knowledge and skills requires extended learner effort and
guided practice. Without learners' motivation to learn, the willingness to exert this effort
is unlikely without coercion.
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. Educators need to be concerned
with facilitating motivation by strategies that enhance learner effort and commitment to
learning and to achieving high standards of comprehension and understanding. Effective
strategies include purposeful learning activities, guided by practices that enhance positive
emotions and intrinsic motivation to learn, and methods that increase learners'
perceptions that a task is interesting and personally relevant.
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. Because individual development varies across intellectual,
social, emotional, and physical domains, achievement in different instructional domains
may also vary. Overemphasis on one type of developmental readiness--such as reading
readiness, for example--may preclude learners from demonstrating that they are more
capable in other areas of performance. The cognitive, emotional, and social development
of individual learners and how they interpret life experiences are affected by prior
schooling, home, culture, and community factors. Early and continuing parental
involvement in schooling, and the quality of language interactions and two-way
communications between adults and children can influence these developmental areas.
Awareness and understanding of developmental differences among children with and
without emotional, physical, or intellectual disabilities, 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 an opportunity to interact and to
collaborate with others on instructional tasks. Learning settings that allow for social
interactions, and that respect diversity, encourage flexible thinking and social
competence. In interactive and collaborative instructional contexts, individuals have an
opportunity for perspective taking and reflective thinking that may lead to higher levels
of cognitive, social, and moral development, as well as self-esteem. Quality personal
relationships that provide stability, trust, and caring can increase learners' sense of
belonging, self-respect and self-acceptance, and provide a positive climate for learning.
Family influences, positive interpersonal support and instruction in self-motivation
strategies can offset factors that interfere with optimal learning such as negative beliefs
about competence in a particular subject, high levels of test anxiety, negative sex role
expectations, and undue pressure to perform well. Positive learning climates can also help
to establish the context for healthier levels of thinking, feeling, and behaving. Such
contexts help learners feel safe to share ideas, actively participate in the learning process,
and create a learning community.
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. In
addition, through learning and social acculturation, they have acquired their own
preferences for how they like to learn and the pace at which they learn. However, these
preferences are not always useful in helping learners reach their learning goals. Educators
need to help students examine their learning preferences and expand or modify them, if
necessary. The interaction between learner differences and curricular and environmental
conditions is another key factor affecting learning outcomes. Educators need to be
sensitive to individual differences, in general. They also need to attend to learner
perceptions of the degree to which these differences are accepted and adapted to by
varying instructional methods and materials.
13. Learning and diversity.
Learning is most effective when differences in learners' linguistic, cultural, and
social backgrounds are taken into account.
The same basic principles of learning, motivation, and effective instruction apply
to all learners. However, language, ethnicity, race, beliefs, and socioeconomic status all
can influence learning. Careful attention to these factors in the instructional setting
enhances the possibilities for designing and implementing appropriate learning
environments. When learners perceive that their individual differences in abilities,
backgrounds, cultures, and experiences are valued, respected, and accommodated in
learning tasks and contexts, levels of motivation and achievement are enhanced.
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.
Assessment provides important information to both the learner and teacher at all
stages of the learning process. Effective learning takes place when learners feel
challenged to work towards appropriately high goals; therefore, appraisal of the learner's
cognitive strengths and weaknesses, as well as current knowledge and skills, is important
for the selection of instructional materials of an optimal degree of difficulty. Ongoing
assessment of the learner's understanding of the curricular material can provide valuable
feedback to both learners and teachers about progress toward the learning goals.
Standardized assessment of learner progress and outcomes assessment provides one type
of information about achievement levels both within and across individuals that can
inform various types of programmatic decisions. Performance assessments can provide
other sources of information about the attainment of learning outcomes. Selfassessments
of learning progress can also improve students self appraisal skills and enhance
motivation and self-directed learning.
2. Advocate the use of the 14 principles in the teaching-learning process.
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.
2. Goals of the learning process.
The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent 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 influenced by environmental factors, including culture, technology,
and instructional practices.
7. Motivational and emotional influences on learning.
What and how much is learned is influenced by the motivation. Motivation to
learn, in turn, is influenced by the individual's emotional states, beliefs, interests and
goals, and habits of thinking.
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 learners' motivation to learn, the willingness to exert this effort
is unlikely without coercion.
10. Developmental influences on learning.
As individuals develop, there are different opportunities and constraints for
learning.
11. Social influences on learning.
Learning is influenced by social interactions, interpersonal relations, and
communication with others.
12. Individual differences in learning.
Learners have different strategies, approaches, and capabilities for learning that
are a function of prior experience and heredity.
13. Learning and diversity.
Learning is most effective when differences in learners' linguistic, cultural, and
social backgrounds are taken into account.
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.
Activity:
Do this activity before you read about the Learner-Centered Psychological Principles.
1. Examine the title, “Learner-Centered Psychological Principle”. Jot down at least 10
words that come to your mind.
2. Go back to each word and write phrases about why you think the word can be associated
with LCP.
METACOGNITIVE
needed to obtain and employ most
LEARNERS
from every lesson that
LEARNING
students on their way of
HELP
about what is happening in the real world
THINKING and
DEVELOP their dealing about learning as well as added
their
AWARNESS
on how to use
STRATEGIES
that they can obtain to achieve way of
COGNITIVE thinking that is
EFFECTIVE for them as a learner
is what teachers and
Analysis:
What do you think is the focus of the LCP Principles?
I think that Learner-Centered Psychological Principles focus on the psychological aspect
of learners as well as for the development of learnersaing process that can be affected by
different factors. Also it focuses on the different way of leamers prychological perspective in
leaming effectively and help leamers be educated on the possible way to acquire knowledge in
the easiest possible way that is effective for them.
Abstraction:
Learner-Centered Psychological Principles
The Leaner-Centered Psychological Principles were put together by the American
Psychological Association. There are 14 psychological principles that pertain to the learner and
the learning process.
The 14 principles are divided into those referring to (1) cognitive and
metacognitive, (2) motivational and affective, (3) developmental and social, and (4)
individual differences factors influencing learners and learning.
Details about these 14 principles are discussed comprehensively in your book,
Facilitating Learning: A Metacognitive Process, pages 20-26.
Application:
1. Describe what you can do to advocate the use of the 14 Learner-Centered Psychological
Principles.
1. The learning of complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience.
Successful learners are active, goal-oriented, self-regulating, and assume personal
responsibility for contributing to their own learning.Message for Teachers:
Use techniques that aid students in constructing meaning from information, experiences,
and their own thought and beliefs.
2. 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. Students must
generate and pursue personally relevant goals.Message for Teachers:
Create meaningful student learning goals consistent with their personal and educational
aspirations and interests.
3. The successful learner can link new information with existing knowledge in
meaningful ways.
Knowledge widens and deepens as student continue to build links between new
information and experiences and their existing knowledge base. Unless new knowledge
become integrated with the learner’s prior knowledge and understanding, this new
knowledge remains isolated, cannot be used most effectively in new tasks, and does not
transfer readily to new situations.Message for Teachers:
Assist learners in acquiring and integrating knowledge by using such strategies as
concept mapping and thematic organization or categorizing
.
4. 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. They understand and can use a variety of
strategies to help them reach learning and performance goals, and to apply their
knowledge in novel situations.Message for Teachers:
Assist learners in developing, applying, and assessing their strategic learning skills.
5. 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 these goals.Message for Teachers:
Use instructional methods that focus on helping learners develop these higher order
strategies to enhance learning and personal responsibility for learning
.
6. Learning is influenced by environmental factor, including culture, technology,
and instructional practices.
Learning does not occur in a vacuum. Cultural or group influences on students impact
many educationally relevant variables: motivation, orientation toward learning, and ways
of thinking. Technologies and instructional practices must be appropriate for learners’
level of prior knowledge, cognitive abilities, and their learning and thinking
strategies.Message for Teachers:
Make the classroom environment nurturing to have significant impacts on student
learning.
7. 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.
Students’ belief about themselves as learners and the nature of learning have a marked
influence on motivation. Positive emotions generally enhance motivation and facilitate
learning and performance. Mid anxiety can also enhance learning and performance by
focusing the learner’s attention on a particular task.Message for Teachers:
Help students avoid intense negative emotions (e.g., anxiety, panic, rage, insecurity) and
related thoughts (e.g., worrying about competence, ruminating about failure, fearing
punishment, ridicule, or stigmatizing labels).
8. 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.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners’ intrinsic motivation to learn.Message for Teachers:
Encourage and support learners’ natural curiosity and motivation to learn by attending to
individual differences in learners’ perceptions of optimal novelty and difficulty,
relevance, and personal choice and control.
9. Acquisition of complex knowledge and skills requires extended learner effort and
guided practice. Without learners’ motivation to learn, the willingness to exert
this effort is unlikely without coercion.
Acquisition of complex knowledge and skills demands the investment of considerable
learner energy and strategic effort, along with persistence over time.Message for
Teachers:
Facilitate motivation by using strategies that enhance learner effort and commitment to
learning and to achieving high standards of comprehension and understanding.
10. 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.Message for Teachers:
Be aware of and understand developmental differences among students with and without
emotional, physical, or intellectual disabilities, to facilitate the creation of optimal
learning contexts.
11. Learning is influenced by social interactions, interpersonal relations, and
communication with others.
Setting that allow for social interactions, and that respect diversity, encourage flexible
thinking, and social competence can enhance learning.Message for Teachers:
Allow for interactive and collaborative instructional contexts to provide individuals an
opportunity for perspective taking and reflective thinking that may lead to higher levels
of cognitive, social and moral development, as well as self-esteem.
12. 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.Message for
Teachers:
Help student examine their learning preferences and expand or modify them, if necessary.
13. Learning is most effective when differences in learners’ linguistic, cultural, and
social backgrounds are taken into account.
Language, ethnicity, race, beliefs, and socioeconomic status all influence
learning.Message for Teachers:
Paying careful attention to these factors in the instructional setting enhances the
possibilities for designing and implementing appropriate learning environments.
14. 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 of the learner’s understanding of curricular material can provide
valuable feedback to both learners and teachers about progress towards the learning
goals.Message for Teachers:
Use of varied types of assessment will provide a clearer picture of student learning.
2. Advocate the use of the 14 learning principles by means of any of the following:
a. Power Point presentation consisting of 5 slides or more
b. A three-minute speech
Assessment Task:
1. Write a paragraph expressing your realizations about Learner-Centered Psychological
Principles.
From the module Learner-Centered psychological principles, realized that an
organized set of principles help learning process as a learner and that no
principle should be viewed in isolation when pertaining to That Learner
Centered Principles provide an excellent guide to be a more relevant learner.
Also a namer that adopts and lives by these principles acqared the manded
knowledge effectively. By these learned and conclude that education is done
with insteat of "to at learner as students should be feel connected in my
leamer-centered school me as a student my classmates and my teachers are
partners in the learning process. And setting and knowing your own way of
thinking is already your ace to effectively learn.
Facilitating Learner-Centered
Teaching
MODULE 2
(Learner-Centered Psychological
Principles (LCP))
Submitted by:
LOU JANE G. YESCA
III-BEED
Submitted to:
RICKY APOSTOL
LECTURER
