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Module 2 WPS

The document discusses 14 learner-centered psychological principles put together by the American Psychological Association. The principles focus on cognitive, metacognitive, motivational, affective, developmental, social and individual difference factors that influence learning. The principles are intended to apply holistically to all learners in real-world learning situations.

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10 views27 pages

Module 2 WPS

The document discusses 14 learner-centered psychological principles put together by the American Psychological Association. The principles focus on cognitive, metacognitive, motivational, affective, developmental, social and individual difference factors that influence learning. The principles are intended to apply holistically to all learners in real-world learning situations.

Uploaded by

cassystone04
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE 2:

Learner-Centered
Psychological Principles
(LCP)
LEARNING OUTCOMES:
• Explain the 14 principles
• Advocate the use of 14
principles in the teaching-
learning process
LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES

The Learner-Centered Psychological


Principles were put together by the
American Psychological Association. The
14 psychological principles pertain to the
learner and the learning process.
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
psychological 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 .

•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.

•Finally, the principles are intended to apply to all learners.


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 experiences.
2.) Goals of the learning process
The successful learner, over time and with
support and instructional guidance, can
create meaningful, coherent representation 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.
6.) Context of learning
Learning is influenced by environmental
factors, including culture, technology and
instructional practices.
MOTIVATIONAL
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 individual's
emotional states, beliefs, interest and goals,
and habits of thinking.
8.) Intrinsic motivation to learn
The learners 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 a individuals develop, there are different
opportunities and constraints for learning.
Learning is most effective with 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.
INDIVIDUAL
DIFFERENCES
FACTORS
12.) Individual differences in learning
Learners have different strategies,
approaches and capabilities for learning that
are a function of a 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
learning progress 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, make associations and filters new
experiences.
2.)Strategic processing and control. Lerners can
develop skills to reflect and regulate their thoughts
and behaviors in order to learn 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 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 a society as well as within an
individual.

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