SEMINAR 2 REVIEW

Child and Adolescent Learners and Learning Principles

LYKA D. LAMOSTE
CED Review Master
 Competencies:

1. Headstart for Toddlers, Child and Adolescent

1.1 Apply pedagogical approaches to the student-centered teaching-learning process

that is metacognitive, innovative, inclusive and developmentally appropriate for
child and adolescent learners.

1.2 Appraise a learning environment that is responsive to learners from various

family background, economic level groupings, and socio-cultural affiliation.

1.3 Demonstrate understanding of differentiated teaching to suit the learner’s

gender, strengths, interests, experiences and needs.

1.4 Draw implications of research findings related to child development along

biological cognitive, linguistic, socio-cultural dimensions.

PROFED13:
Learner-Centered Psychology
(LCP) Principles
How to identify if the strategy
in the classroom is a
student-centered approach?
❖ Allow students to
share in decision
making
❖ Believe in students’
capacity to lead
❖ Show real world
relationships of the
learning contexts
❖ Give up the need to
control
Learner-Centered Psychology (LCP) Principles

- Principles developed by American Psychological Association (APA)

- Consists of 14 psychological principles that pertain to learners and learning
process.
- Provide a framework for developing and incorporating the components of
new designs for schooling. These principles emphasize the active and
reflective nature of learning and learners.
Learner-Centered Psychology (LCP) Principles

Flexible Student Alignment for

Self-Directed Learning and
21Century Skills Development
January 2018

Conference: SEAMEO: Leadership and

Management in Higher Education in a
Globalized World: Innovations and Best
Practices at Ho Chi Minh City, Vietnam
 Cognitive and Metacognitive
Factors
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.
 Cognitive and Metacognitive
Factors
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
Construction of knowledge.

The successful learner can link new information with existing knowledge in
meaningful ways.
 Cognitive and Metacognitive
Factors
Strategic thinking.

The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
 Cognitive and Metacognitive
Factors
Thinking about thinking.

Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
 Cognitive and Metacognitive
Factors
Context of learning.

Learning is influenced by environmental factors, including culture, technology, and

instructional practices.
 Motivational and Affective Factors

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.
 Motivational and Affective Factors

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

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

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.
 Developmental and Social Factors

Social influences on learning.

Learning is influenced by social interactions, interpersonal relations, and

communication with others.
 Individual Differences

Individual differences in learning.

Learners have different strategies, approaches, and capabilities for learning that
are a function of prior experience and heredity.
 Individual Differences

Learning and diversity.

Learning is most effective when differences in learners' linguistic, cultural, and

social backgrounds are taken into account.
 Individual Differences

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.
Child and Adolescent Learners and Learning
Principles
1. Which of the following classroom situation do NOT describe a
student-centered activity?

A. A teacher giving a lecture on child’s growth and development

B. A class doing experiment in the laboratory
C. A group of students tasks to role play
D. A&B

Correct Answer: A
Rationalization: Student-centered activities make students co-creators of their own
education, engaging them in decisions about what, when, and how they learn.
Activities must foster collaboration. Option B & C shows cooperative learning.
2. These principles emphasize the active and reflective nature of
learning and learners.

A. Teacher-Student Principles
B. Learner-Centered Principles
C. Learner-Centered Psychology Principles
D. Student-Centered Principles

Correct Answer: C
Rationalization: Learner-centered Psychology (LCP) Principles provides framework
for developing and incorporating components of new design for schooling. The
principles focus more on student learning than teacher-centered approaches.
3. Which LCP Principle describes this statement - “Learning is most
effective when differences in learners' linguistic, cultural, and social
backgrounds are taken into account”.
A. Nature of the learning process
B. Learning and diversity
C. Social influences in learning
D. Standards and assessment

Correct Answer: B
Rationalization: Among the choices only option B is related to learners’ differences - the individual
differences in abilities, backgrounds, cultures, and experiences shows diversity among learners.
Thus, individual differences must be valued, respected, and accommodated in learning tasks and
contexts, levels of motivation and achievement.
4. Which LCP Principle describes this statement - “The learning of
complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience”.
A. Nature of the learning process
B. Learning and diversity
C. Social influences in learning
D. Standards and assessment

Correct Answer: A

Rationalization: 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.
5. According to the LCP Principles, learning can enhance
developmental and social skills through what kind of activities?

A. Self-paced activities
B. Homeworks
C. Collaborative activities
D. Tutorial sessions

Correct Answer: C

Rationalization: Learning is influenced by social interactions, interpersonal relations,

and communication with others.