Facilitating Learner-Centered Teaching

Facilitating Learner-Centered Teaching
MODUMO
LE
3
TIME FRAME: 1 ½ hours within the 8th week of the class

OBJECTIVES:
• Identify ways on how to apply the 14 principles in instruction

as a future teacher;
• Explain the 14 principles; and
• Advocate for the use of the 14 principles in the teac
INTRODUCTION
You, the learner, are the center of instruction. The world of instruction revolves
around you. This module will focus in discussing the different learner-centered
psychological principles.
ACTIVITY
Direction: Examine the title “Learner-Centered Principles.” Quickly jot down at

least 10 words that comes to your mind. Then, go back to each word and write
phrases about why you think the words can be associated with LCP.
WORDS REASONS
1. THINK -because learners should think critically
- because learners needs motivation in

2. MOTIVATION every aspects of learning
3.INFLUENCE - because in learning, students will also

learn through the influence of the people
around them
4.UNIQUENESS - because every student has their unique

way of learning
5.. COLLABORATE - because learners can also collaborate

with each other to talk about topics that
want to think broadly
6.REFLECTION -because learner can to reflect on what

they are learning and how they are
learning it
7.CREATION -because learner can learned through

creation of ideas.
8.DISCUSSION -because learners can learn through

discussion of ideas.
9. CONTENT -because the learner learning depend on

the content to learn.
-because learner should assessed how far

10.EVALUATION his/her learning.
ABSTRACTION
The following 14 psychological principles pertain to the learner

and the earning process.
The 14 principles are divided into those referring to:
 Cognitive and metacognitive

 Motivational and affective
 Developmental and social
 Individual difference factors
COGNITIVE AND METACOGNITIVE FACTOR
1. Nature of Learning Process
 The learning of complex subject matter is most effective when it is an
international process of constructing meaning from information and
experience.
2. Goals of the Learning Process
 The successful learner, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
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.
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 in their approach to learning reasoning, problem solving, and concept
learning.
5. Thinking about thinking
 Successful learners can reflect on how they think and learn, set reasonable
learning or performances goals, select potentially appropriate learning
strategies or methods, and monitor their progress towards these goals.
6. Context of Learning
 Learning is influenced by environmental factors, including culture, technology
and instructional practices.
MOTIVATIONAL AND AFFECTIVE FACTOR
1. Motivational and emotional influences on learning
 The rich internal world of thoughts, beliefs, goals, and expectation for success
or failure can enhance or interfere with the learner’s quality of thinking and
information processing.
2. Intrinsic 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.
3. Effects of motivation on effort
 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.
DEVELOPMENTAL AND SOCIAL

FACTOR
1. Developmental influences on learning
 Learning is most effective when differential developmental 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.
2. Social influences on learning
 Learning can be enhanced when the learner has an opportunity to interact
and to collaborate with others on instructional tasks.
INDIVIDUAL DIFFERENCES FACTOR

1. Individual differences in learning
 Individuals are born with and develop their own capabilities and talents.
Educators need to help students examine their learning preferences and
expand or modify them, if necessary.
2. Learning and diversity
 The same basic principles of learning, motivation, and effective instruction
apply to all learners.
3. Standards and assessment
 Assessment provides important information to both the learner and teacher at
all stages 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 knowledge serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and behaviors in
order to learn more effectively.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals
and enjoyment of learning tasks all have a 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.
APPLICATION
Direction: Cite one scenario on every principle where in it was being applied in the
teaching-learning process.
COGNITIVE AND METACOGNITIVE FACTOR

1.
MOTIVATIONAL AND AFFECTIVE

1.
DEVELOPMENTAL AND SOCIAL

1.
INDIVIDUAL DIFFERENCE FACTOR

1.

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Facilitating Learner-Centered Teaching

TIME FRAME: 1 ½ hours within the 8th week of the class

• Identify ways on how to apply the 14 principles in instruction

Direction: Examine the title “Learner-Centered Principles.” Quickly jot down at

1. THINK -because learners should think critically

- because learners needs motivation in

3.INFLUENCE - because in learning, students will also

4.UNIQUENESS - because every student has their unique

5.. COLLABORATE - because learners can also collaborate

6.REFLECTION -because learner can to reflect on what

7.CREATION -because learner can learned through

8.DISCUSSION -because learners can learn through

9. CONTENT -because the learner learning depend on

-because learner should assessed how far

The following 14 psychological principles pertain to the learner

 Cognitive and metacognitive

DEVELOPMENTAL AND SOCIAL

INDIVIDUAL DIFFERENCES FACTOR

COGNITIVE AND METACOGNITIVE FACTOR

MOTIVATIONAL AND AFFECTIVE

DEVELOPMENTAL AND SOCIAL

INDIVIDUAL DIFFERENCE FACTOR

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