Lesson 2: Learner-centered Psychological Principles

The Learner-centered Psychological Principles were put together by the

American Psychological Association. The following 14 psychological
principles 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.

Cognitive and Metacognitive Factors

1. 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.

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.

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 6. Context of learning
Learning is influenced by environmental factors, including culture,
technology and instructional practices.

Motivation 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.

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.

Developmental and Social Factors

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.

11. Social influences on learning

Learning is influenced by social interactions, interpersonal relations
and communication with others.

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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.

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 the learning process — including diagnostic process
and outcome assessment — are integral parts 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 existing knowledge serves as the
foundation of all future learning. The learner's previous
knowledge will influence new learning specifically on how he
represents new information, makes associations, and filters new
experiences.
2. Strategic processing and control. Learners can develop skills to
reflect and regulate their thoughts and behaviors in order to learn
more effectively (metacognition).
3. Motivation and affect. Factors such as intrinsic motivation (from
within), 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 society
as well as within an individual.

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Legal and Policy Frameworks and Learner-centered Teaching

As prescribed by the Republic Act No. 10533, otherwise known as the

Enhanced Basic Education Act of 2013, DepEd shall adhere to the following
principles in pursuit of the K to 12 Basic Education Program:
a. The curriculum shall be learner-centered, inclusive and
developmentally appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative, and
integrative;
f. The curriculum shall adhere to the principles, and framework of
Mother Tongue-Based Multilingual Education (MTB-MLE)
g. The curriculum shall use the spiral progression
h. The curriculum shall be flexible enough to enable and allow
schools to localize, indigenize and enhance the same based on
their respective educational and social contexts.

The Philippine Government has consistently pursued teacher quality

reforms through a number of initiatives. As a framework of teacher quality,
the National Competency-Based Teacher Standards (NCBTS) was
institutionalized through CHED Memorandum Order No. 52, s. 2007 and
DepED Order No. 32, s. 2009.

The K to 12 Reform process

warrants an equivalent supportive
focus on teacher quality – high-quality
teachers who are properly equipped
and prepared to assume the roles and
functions of K to 12 teachers. The
Philippine Professional Standards for
Teachers, which is built on NCBTS,
complements the reform initiatives on

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 teacher quality from pre-service
education to in-service training. It
articulates what constitutes
teacher quality in the K to 12
Reform through well-defined
domains, strands, and indicators
that provide measures of
professional learning, competent
practice, and effective
engagement. This set of standards
makes explicit what teachers
should know, be able to do and value to achieve competence, improved
student learning outcomes, and eventually quality education. It is founded on
teaching philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others.

Learner-centered Psychological Principles

Directions: How do you advocate for each of the divisions of the 14

learner-centered psychological principles? Write at least 3
sentences on each of your answers.
1. Cognitive & Metacognitive Factors
__________________________________________________________________________________________
_________________________________________________________________________________________.
2. Motivational & Affective Factors
__________________________________________________________________________________________
_________________________________________________________________________________________.
3. Developmental & Social Factors
__________________________________________________________________________________________
_________________________________________________________________________________________.
4. Individual Differences Factors
__________________________________________________________________________________________
_________________________________________________________________________________________.

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