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Study Guide 1 - LEARNER-CENTERED PSYCHOLOGICAL

PRINCIPLES (LCP)
Facilitating Learner Centered-Teaching (Pangasinan State University)

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Study Guide in ProfEd 101a (The Child and Adolescent Learner and Learning Principles) Module No. 1

STUDY GUIDE FOR MODULE NO. ___

1

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

MODULE OVERVIEW

In this module, you will learn that the leaner is the center of instruction. The world of instruction
revolves around the learner. This module introduces you to the fourteen (14) learner-centered
principles which shall be used throughout this subject as a guide in determining appropriate pedagogy
for learners at different life stages.

MODULE LEARNING OBJECTIVES

At the end of this module, you should be able to:

1. Explain the 14 principles.
2. Advocate for the use of the 14 principles in the teaching-learning process.
3. Identify ways on how to apply the 14 principles in instruction as a future teacher.

LEARNING CONTENTS (Learner-Centered Psychological Principles (LCP))

1. LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

Advance Organizer

Cognitive and
Metacognitive
Factor (6
principles)

14
Developmental
and Social
Learner- Motivational
and Affective
Factors (2 Factors (3
principles)
Centered principles)

Principles
Individual
Difference
Factors (3
principles)

1.1. Analysis
Do this activity before you read about the Learner-Centered Principles.
1. Examine the title, <Learner-Centered Principles=. Quickly 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.

1.2. Abstraction/Generalization
The Learner-Centered Psychological Principles were put together by the 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

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Study Guide in ProfEd 101a (The Child and Adolescent Learner and Learning Principles) Module No. 1

and students). The following 14 psychological principles pertain to the learner and the learner and the
learning process. The 14 principles have the following aspects:
• They focus on psychological factors that are primarily internal to and under the control of the
learner rather than conditioned habits or physiological factors. However, the principles also
attempt to acknowledge external environment or contextual factors that interact with these
internal factors.
• The principles are intended to deal holistically with learners in the context of real-world
learning situations. Thus, they are best understood as an organized set of principles; no
principle should be viewed in isolation.
• The 14 principles are divided into those referring to
i. Cognitive and metacognitive,
ii. motivational and affective,
iii. developmental and social, and
iv. individual difference factors
influencing learners and learning.
• Finally, the principles are intended to apply to all learners – from children, to teachers, to
administrators, to parents, and to community members involved in our educational system.

1.2.1. Cognitive and Metacognitive Factors

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Nature of
the Learning
Process

Goals of the
Context of
Learning
Learning
Process

Cognitive and
Metacognitive
Factors
Thinking Construction
About of
Thinking Knowledge

Strategic
Thinking

1.2.1.1. 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.

1.2.1.2. Goals of the learning process

The successful learner, over time with support and instructional guidance, can create

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Study Guide in ProfEd 101a (The Child and Adolescent Learner and Learning Principles) Module No. 1

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 sketch in an area, but over time their understanding can be refined by filling
in the 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.

1.2.1.3. 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 effectively in new tasks, does not transfer readily to new situations.
• Educators can assist leaners 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.

1.2.1.4. 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.

1.2.1.5. 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
(metacognition) strategies can enhance student learning and personal responsibility for
learning.

1.2.1.6. Context of learning

Learning is influenced by environmental factors, including culture, technology, and
instructional practices.

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• Learning does not occur in a vacuum. Teachers play a major interactive role with both the
leaner 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 learner’s level of prior
knowledge, cognitive abilities, and their learning and thinking.
• The classroom environment, particularly the degree to which it is nurturing or not, can also
have significant impacts on student learning.

1.2.2. Motivational and Affective Factors

Advance Organizer

Motivational
and
Emotional
Influences on
Learning

Motivational
and
Affective
Effects of Factors Intrinsic
Motivation on Motivation to
Effort Learn

1.2.2.1. 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 habit of thinking.
• The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can
enhance or interfere with the learner’s quality of thinking and information processing.
• Student’s beliefs about themselves as learners and the nature of learning have 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. 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.

1.2.2.2. 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’

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intrinsic motivation to learn, which is in large part 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.

1.2.2.3. 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.

1.2.3. Developmental and Social Factors

Advance Organizer

Developmental
Influences on
Learning

Developmental
and Social
Factors

Social Influences
on Learning

1.2.3.1. Development 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

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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.

1.2.3.2. 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, respect for 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 to safe to share ideas, actively
participate in the learning process, and create a learning community.

1.2.4. Individual Differences Factors

Advance Organizer

Individual
Differences
in Learning

Individual
Difference
Standards
Factors Learning
and and
Assessment Diversity

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1.2.4.1. 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.
• Educators need to help students examine their learning preferences and expand or modify
them, if necessary.
• The interaction between learner differences, 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.

1.2.4.2. 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 can all
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.

1.2.4.3. 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 leaner and the 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 learners’ 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.
• Self-assessments of the learning progress can also improve students’ self-appraisal skills and
enhance motivation and self-directed learning.

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 have all crucial role in

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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 a society as well as within an
individual.

REFERENCES

Corpuz, Brenda B., et.al. The child and Adolescent Learners and Learning Principles. Lorimar Publishing
Inc. 2018

https://www.slideshare.net/SCristy10/learner-centered-psychological-principles-lcp?qid=0baa916f-20fa-4e25-
8c06-65953aa2bee8&v=&b=&from_search=1

https://www.apa.org/ed/governance/bea/learner-centered.pdf

https://www2.ed.gov/rschstat/eval/tech/techconf00/mccombs_paper.html#:~:text=%22Learner%20centered%
22%20is%20the%20perspective,teaching%20practices%20that%20are%20most

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