BSED MATH - 1A

Learner-
Centered
Psychological
Principle (LCP)
The Child and Adolescent Learners and
Learning Principles
Learner-Centered
Psychological Principle
Focus on Psychological factors
that are primarily INTERNAL.

Principles are intended to deal

HOLISTICALLY with learners in
context of real-world learning
situations; no principle should be
viewed in isolation.
ORGANIZATIONAL CHART
 The (14) Principles influence
learners and learning are
divided into those referring to:

A. Cognitive and Metacognitive

B. Motivational and Affective
C. Developmental and Social
D. Individual Differences Factors

The Principles are intended to apply to all

learners - from Children, to Teachers,
Administrators, to Parents and Community
Members involved in our Educational System.
 Cognitive & Metacognitve
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.

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.
 2. THE GOALS OF THE LEARNING PROCESS
The successful learner, overtime 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.

Educators can assist learners in creating

meaningful learning goals that are consistent
with both personal and educational aspirations
and interest.
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 ad experiences and their existing
knowledge base.

Unless new knowledge becomes integrated

with the learner’s prior knowledge and
understanding, this new knowledge remains
isolated and CANNOT be used effectively in new
tasks and does not transfer readily to new
situations.
 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.

Learners 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.

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 and monitor their progress
toward their goal.

Successful learners also know what to do if a

problem occurs or if they are not making
sufficient or timely progress toward a goal by
generating alternative methods to reach their
goal (or reassess the appropriateness and utility
of the goal)

Instructional method 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.

Teachers play a major role with both the learner

and the learning environment.

Cultural or group influences on students can

impact many educational relevant variables,
such as; motivation, orientation toward learning
and ways of thinking.

The classroom environment, particularly the

degree to which it is nurturing or not, can also
have significant ompacts on student learning.
 Motivational & Affective
Factors
7. MOTIVATIONAL & 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
state, beliefs, interest and goals, and habits of
thinking.

Students’ belief 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.

Intense negative emotions such as anxiety,

panic, insecurity and related thoughts generally
detract from motivation, interfere with learning
and contribute to low performances.
8. INTRINSIC MOTIVATIONAL LEARNERS

The learners‘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.

Intrinsic motivation is facilitated on tasks that

learners perceive as interesting and personally
relevant and meaningful, appropriate in
complexity and difficulty to learners’ abilities
and on which they believe they can succeed.

Educators can encourage and support learners’

natural curiosity and motivation to learn by
attending to individual differences an 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 pratice. 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;

the acquisition of complex knowledge and skills
demands

Educators need to be concerned with facilitating

motivation by strategies that enhance learner effort
and commitment to learning and to achieve high
standards of comprehension and understanding.

Effective strategies include purposeful learning

activities, guided by practices that enhance emotions
and intrinsic motivation to learn and methods that
increase learners’ perceptions that is interesting and
personally relevant.
 Development & Social
Factors
10. DEVELOPMENTAL INFLUENCES ON LEARNING

As individuals develop, there are different

opportunities and constrains for learning.
differential development within and across
physical, intellectual, emotions and social
domains is taken into account.

Individuals learn best when material is

appropriate to their development 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 -- may
preclude learners from demonstrating that they
are more capable in other areas of
performances.

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 communications
with others.

Learning settings that allow for social

interactions and respect for diversity encourage
flexible 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.
Positive learning climates can also help to
establish the context for healthier levels of Quality personal relationships that provide
thinking, feeling and behaving; such context stability, trust and caring can increase learners’
help learners feel safe to share ideas, actively sense of belonging, self-respect and self-
participate in the learning process, and acceptance that provide a positive climate for
create a learning community. learning.
 Individual Differences
Factors
12. INDIVIDUAL INFLUENCES 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.

Through learning and social acculturation, they

have acquired their own preferences for how
they like to learn and the pace at which they
Educators need to be sensitive to individual learn; however these preferences are not always
differences, in general; they also need to attend to reliable.
learner perceptions of the degree to which these
differences are accepted to by varying instructional
methods and materials. Educators need to help students examine their
leaning preferences and expand or modify
them, if necessary.
 13. LEARNING IN DIVERSITY

Learning is most effective when

differences in learners‘ linguistic, cultural
and social backgrounds are taken into
account.

careful attention to the above-mentioned factor in the

instructional setting enhances the possibilities for
designing and implementing appropriate learning
environment.

When learners perceive that their individual

differences in abilities backgrounds, culture and
experiences are valued, respected and accommodated
in learning task and contexts, levels of motivation and
achievement are enhanced.
14. Standards and Assessment

Setting appropriately high challenging standars

and assessing the learner as well as learning
progress -- including diagnostic process and
outcome assessment -- are integral parts of the
learning process.

Effective learning takes place when learners feel

challenged to work towards appropriately high
goals, therefore, appraisal of the learners’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.
 Summary of the (14) Principles
Categorized in Five Areas

Knowledge Base Learners’s previous knowledge will influence new learning

Strategic Processing and Develop new skills to reflect and regulate thoughts
Control and behavior

Motivation and Affect

Intrinsic Motivation

Development and Individual Learner has his own unique combination of

Differences generic and environmental factor

Situation or Context Learning happens in the context of society as well as

within as individual.
 Overall, every learner has his/her own way on adopting
and acquiring knowledge, no learner should be viewed in
isolation.
Thank you!
Eme.
 Meet the Team

CHARYLL MAE ANGLEY NICOLE ALIMANIO

DENIELYN BABANTE SOPHIE BALLAIS