14 teaching-learnin

g process principle
s
Sol Althea Flores
ACTIVITY
4 groups
Learner-centered psychologi
cal principles
ASPECTS:
1. Focuses on psychological factors that are primarily
internal to and under control of the learner
2. Intended to deal with holistically with learners, in t
he context of real-world learning situations
3. Divided into a) cognitive and metacognitive, b) m
otivational and affective, c) developmmetal and soci
al and d) individual difference factors
4. Intended to apply to all learners
14 LEARNER-CENTERED PSY
CHOLOGICAL PRINCIPLES: C
OGNITIVE AND METACOGNITI
VE
Cognitive- of, relating to, or involving conscious mental activities
(such as thinking, understanding, learning, and remembering)
Metacognitive- awareness or analysis of one's own learning or th
inking processes
1. Nature of the learning p
rocess
"The learning of complex subj
ect matter is most effective w
hen it is an intentional proces
s of constructing meaning fro
m information and experienc
e."
2. Goals of the learning pr
ocess
"The successful learner, over ti
me and with support and instr
uctional guidance, can create
meaningful, coherent represen
tations of knowledge."
3. Construction of knowledg
e
"The successful learner ca
n link new information wi
th existing knowlegde in
meaningful ways."
4. Strategic thinking

"The successful learner can

create and use a repertoire
of thinking and reasoning str
ategies to achieve complex l
earning goals."
5. Thinking about thinking

"Higher order strategies for s

electing and monitoring ment
al operations facilitate creativ
e and critical thinking."
6. Context of learning

"Learning is influenced by e
nvironmental factors includi
ng culture, technology and i
nstructional practices."
14 LEARNER-CENTERED PSY
CHOLOGICAL PRINCIPLES: M
OTIVATIONAL AND AFFECTIV
E
Motivational- the condition of being eager to act or work : the c
ondition of being motivated
Affective- relating to, arising from, or influencing feelings or em
otions
7. Motivational and emotion
al influences on learning
"What and how much is learned is i
nfluenced by the learner's motivati
on. Motivation to learn, in turn, is i
nfluenced by the individual's emoti
onal states, beliefs, interests and g
oals and habits of thinking."
8. Intrinsic motivation to
learn
"The learner's creativity, higher order t
hinking and natural curiosity all contrib
ute to motivation to learn. Intrinsic mo
tivation is stimulated by tasks of optim
al novelty and difficulty, relevant to per
sonal interests and providing for perso
nal choice and control."
9. Effects of motivation on
effort
"Acquisition of complex knowledg
e and skills requires extended lear
ner effort and guided practice. Wit
hout learners' motivation to learn,
the willingness to exert this effort i
s unlikely without coercion."
14 LEARNER-CENTERED PSY
CHOLOGICAL PRINCIPLES: D
EVELOPMENTAL AND SOCIAL
Developmental- designed to help a child grow or learn
Social- relating to or involving activities in which people spend ti
me talking to each other or doing enjoyable things with each ot
her
10. Developmental influence
s on learning
"As individuals develop, there are di
fferent opportunities and constraint
s for learning. Learning is most effec
tive when differential development
with and across physical, intellectual
, emotional and social domain is tak
en to account."
11. Social influences on le
arning
"Learning is influenced by s
ocial interaction, interpers
onal relations, and commu
nication with others."
14 LEARNER-CENTERED PS
YCHOLOGICAL PRINCIPLES:
INDIVIDUAL DIFFERENCES
Individual differences- unique traits of each individual
12. Individual differences
on learning
"Learners have different str
ategies, approaches and ca
pabilities for learning that
are a function of prior expe
rience and heredity."
13. Learning and diversity

"Learning is most effective

when differences in learne
rs' linguistic, cultural and s
ocial backgrounds are tak
en into account."
14. Standards and assessmen
t
"Setting appropriately high and c
hallenging standards and assessi
ng the learner as well as learning
progress-- including diagnostic, pr
ocess, and outcome assessment--
are integral parts of the learning
process."
Alexander & Murphy's s
ummary of the 14 psych
ological principles
The five areas of learning
• The knowledge base. E • Strategic processing an
xisting knowledge serve d control. Learners can
s as foundation of all fu develop skills to develo
ture learning. Learner's p and regulate their tho
previous knowledge will ughts and behaviors in
influence new learning. order to learn more effe
ctively.
• Motivation and effect.
Factors such as intrinsic
motivation, reasons for
wanting to learn, perso
nal goals, and enjoyme
nt of learning tasks all h
ave a crucial role in the
learning process.
• Development and indiv
idual differences. Learn
ing is a unique journey f
or each person because
each learner has his ow
n unique combination o
f genetic and envcironm
ental factors that influe
nce them.
• Situation or context. Le
arning happens in the c
ontext of society as well
as within an individual.