Republic of the Philippines

Province of Bulacan
LOURDES COLLEGE OF BULACAN

Learner-Centered
Psychological Principles
(LCP)
A.Y 2024 - 2025 | AUGUST 24, 2024
PREPARED BY: JEREMEE T. DELA CRUZ &
EDRALYN S. BANTOG
 Prayer Before Class
Dear Heavenly Father, we thank you for all the blessings we have received
today especially for your love and protection. Before we start our class today
we ask forgiveness to our sins we made. We ask for your presence and
guidance to help us to see the value in what is being taught and focus on
expanding our knowledge. Grant us the serenity to accept the things we
cannot change, the courage to change the things we can and the wisdom to
know the difference. Help us to be more Christlike and be a blessing to one
another in this classroom to find a new journey in life. We ask this prayer
through Jesus Christ forever and ever. Amen
 REPORTERS:

JEREMEE T. DELA CRUZ EDRALYN S. BANTOG

 LEARNING OBJECTIVES:

At the end of the lesson, the learners are expected to:

To know the 14 LEARNER- CENTERED

PRINCIPLES (LCP).
Advocate the use of the 14 principles in the
teaching-learning process.
 LET’S HAVE A SHORT
ACTIVITY #1!
SOLVE THE SCRAMBLED-WORDS!

INCOGNITO
 LET’S HAVE A SHORT
ACTIVITY #1!
SOLVE THE SCRAMBLED-WORDS!

TAMEOGCINIVTE
 LET’S HAVE A SHORT
ACTIVITY #1!
SOLVE THE SCRAMBLED-WORDS!
MERICANA
GICALPSYCHOLO
TIONASSOCIA
 LET’S HAVE A SHORT
ACTIVITY #1!
SOLVE THE SCRAMBLED-WORDS!
GICTESTRA
NINGEARNL
 LET’S HAVE A SHORT
ACTIVITY #1!
SOLVE THE SCRAMBLED-WORDS!
TALNMEPLOVEED
AND OCIALS TORSFAC
 Republic of the Philippines
Province of Bulacan
LOURDES COLLEGE OF BULACAN

Learner-Centered
Psychological Principles
(LCP)
A.Y 2024 - 2025 | AUGUST 24, 2024
PREPARED BY: JEREMEE T. DELA CRUZ &
EDRALYN S. BANTOG
 LET’S HAVE A SHORT
ACTIVITY #2!

I think that Learner-Centered Psychological

Principles focus on ________________
 DISCUSSION TIME!
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 have
the following aspects:
 DISCUSSION TIME!
They focus on psychological factors that are
primarily internal. However, the principles also
attempt acknowledge external environment.
The principles are intended to deal holistically.
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTORS FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 DISCUSSION TIME!
Finally, the principles are intended to apply to
all learners, children, to teachers, to
administrators, to parents, and to community
from members involved in our educational
system.
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTORS FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 DISCUSSION TIME!

WHAT IS... “Cognitive” or

COGNITIVE AND “cognition” refers to the
whole of mental
METACOGNITIVE processes, including
FACTORS memory, comprehension,
(6 PRINCIPLES) and language production.
 DISCUSSION TIME!
“It involves various
WHAT IS... strategies that one uses to
learn”
COGNITIVE AND
METACOGNITIVE Cognitive Components:
ATTENTION
FACTORS PERCEPTION
(6 PRINCIPLES) EXECUTIVE
FUNCTION
REASONING
 DISCUSSION TIME!

WHAT IS... “Meta” is a prefix meaning

“beyond” or “self-referential”. If
“cognition” means “thinking”,
COGNITIVE AND “metacognition” this means
METACOGNITIVE “thinking about thinking”.
It is monitoring and evaluation
FACTORS of cognitive factors.
(6 PRINCIPLES) Metacognition to implement
the most effective and efficient
strategy to learn.
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTORS FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 DISCUSSION TIME!
1. NATURE OF THE LEARNING
COGNITIVE AND PROCESS
2. GOALS OF THE LEARNING
METACOGNITIVE PROCESS
FACTORS 3. CONSTRUCTION OF KNOWLEDGE
(6 PRINCIPLES) 4. STRATEGIC LEARNING
5. THINKING ABOUT THINKING
6. CONTEXT OF LEARNING
 COGNITIVE AND METACOGNITIVE
FACTORS
(6 PRINCIPLES)

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.
 COGNITIVE AND METACOGNITIVE
FACTORS
(6 PRINCIPLES)

1. NATURE OF THE LEARNING PROCESS

Successful Learners are:

• Active
• Goal-oriented
• Self regulating
• Responsible
 COGNITIVE AND METACOGNITIVE
FACTORS
(6 PRINCIPLES)

2. GOALS OF THE LEARNING PROCESS

The successful learner, over time and

with support and instructional
guidance, can create meaningful,
coherent representations of
knowledge.
 COGNITIVE AND METACOGNITIVE
FACTORS
(6 PRINCIPLES)

3. CONSTRUCTION OF KNOWLEDGE

The successful learner can link

new information with existing
knowledge in meaningful ways.
 COGNITIVE AND METACOGNITIVE
FACTORS
(6 PRINCIPLES)

4. STRATEGIC LEARNING
The succesful learner can create
and use a repertoire of thinking
and reasoning strategies to
achieve complex learning goals.
 COGNITIVE AND METACOGNITIVE
FACTORS
(6 PRINCIPLES)

5. THINKING ABOUT THINKING

Higher Order strategies for
selecting and monitoring
mental operations facilitate
creative and critical thinking.
 COGNITIVE AND METACOGNITIVE
FACTORS
(6 PRINCIPLES)

6. CONTEXT OF LEARNING
Learning is influenced by
environmental factors, including
culture, technology and
instructional practices.
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTOR FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTOR FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 DISCUSSION TIME!

7. MOTIVATIONAL AND
EMOTIONAL INFLUENCES MOTIVATIONAL
ON LEARNING AND AFFECTIVE
8. INTRINSIC MOTIVATION
TO LEARN
FACTORS
(3 PRINCIPLES)
9. EFFECTS OF
MOTIVATION ON EFFORT
 MOTIVATIONAL AND AFFECTIVE
FACTORS
(3 PRINCIPLES)

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.
 MOTIVATIONAL AND AFFECTIVE
FACTORS
(3 PRINCIPLES)

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.
 MOTIVATIONAL AND AFFECTIVE
FACTORS
(3 PRINCIPLES)

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.
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTORS FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 DISCUSSION TIME!

10. DEVELOPMENTAL INFLUENCES

DEVELOPMENTAL ON LEARNING
AND SOCIAL
FACTORS 11. SOCIAL INFLUENCES ON
(2 PRINCIPLES) LEARNING
 DEVELOPMENTAL AND SOCIAL
FACTORS
(2 PRINCIPLES)

10. DEVELOPMENTAL INFLUENCES ON LEARNING

As individuals develop, there are
different opportunities ani
constraints for learning. Learning
is most effective when
differential development within
and across physical, intellectual,
emotional and social domains is
taken into account.
 DEVELOPMENTAL AND SOCIAL
FACTORS
(2 PRINCIPLES)

11. SOCIAL INFLUENCES ON LEARNING

Learning is influenced by social

interactions, interpersonal
relations and communication
with others.
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTORS FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 DISCUSSION TIME!

12. INDIVIDUAL
DIFFERENCES IN LEARNING INDIVIDUAL
13. LEARNING AND
DIFFERENCES
DIVERSITY FACTORS
14. STANDARDS AND (3 PRINCIPLES)
ASSESSMENT
 INDIVIDUAL DIFFERENCES
FACTORS
(3 PRINCIPLES)

12. INDIVIDUAL DIFFERENCES IN LEARNING

Learners have different
strategies, approaches and
capabilities for learning that
are a function of prior
experience and heredity.
 INDIVIDUAL DIFFERENCES
FACTORS
(3 PRINCIPLES)

13. LEARNING AND DIVERSITY

Learning is most effective when
differences in learners'
linguistic, cultural and social
backgrounds are taken into
account.
 INDIVIDUAL DIFFERENCES
FACTORS
(3 PRINCIPLES)

14. STANDARDS AND ASSESSMENT

Setting appropriately high and
challenging standards of assesing
the learning as well as learning
progress - including diagnostic
process and outcome assessment -
are integral part of the learning
process.
 DISCUSSION TIME!

COGNITIVE AND MOTIVATIONAL

METACOGNITIVE AND AFFECTIVE
FACTORS FACTORS
(6 PRINCIPLES) (3 PRINCIPLES)
14 LEARNER-
CENTERED
PRINCIPLES
DEVELOPMENTAL INDIVIDUAL
AND SOCIAL DIFFERENCES
FACTORS FACTORS
(2 PRINCIPLES) (3 PRINCIPLES)
 ALEXANDER AND MURPHY GAVE A SUMMARY OF
THE 14 PRINCIPLE: DISTILLED THEM INTO FIVE
AREAS:

1. THE KNOWLEDGE BASE

One's existing knowledge serves the foundation of all future
learning. The learner's pre-knowledge will influence new
learning specifically on how represents new information,
makes associations and filters experiences.
 ALEXANDER AND MURPHY GAVE A SUMMARY OF
THE 14 PRINCIPLE: DISTILLED THEM INTO FIVE
AREAS:

2. STRATEGIC PROCESS AND CONTROL

Learners can develop skills reflect and regulate their
thoughts and behaviors in order learn more effectively
(metacognition).
 ALEXANDER AND MURPHY GAVE A SUMMARY OF
THE 14 PRINCIPLE: DISTILLED THEM INTO FIVE
AREAS:

3. MOTIVATION AND EFFECT

Factors such as intrinsic motivation (from within), reasons
for wanting to learn, personal goals as enjoyment of
learning tasks all have a crucial role in the learning process.
 ALEXANDER AND MURPHY GAVE A SUMMARY OF
THE 14 PRINCIPLE: DISTILLED THEM INTO FIVE
AREAS:

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 influences him.
 ALEXANDER AND MURPHY GAVE A SUMMARY OF
THE 14 PRINCIPLE: DISTILLED THEM INTO FIVE
AREAS:

5. SITUATON AND CONTEXT

Learning happens in the context of society as well as within
an individual.
THE
END!
 THANK YOU
SO MUCH FOR
LISTENING!