UNIT 1:

Learner-Centered
Psychological
zz

Principles (LCP)
- Maria Rita D. Lucas, PhD
Learning Outcomes
Advocate for the use of
Explain the 14
the 14 Principles in the
Principles teaching-learning
process.

Identify ways on how to

PART 04
apply the 14 Principles in
instruction as a future
teacher
 Advance Organizer

Cognitive and Motivational and

Metacognitive Affective Factors
Factor 14 Learner-
(3 Principles)
(6 Principles) Centered
Principles
-

Developmental Individual
and Social Difference
Factors Factors
(2 Principles) (3 Principles)
 Learner-Centered Psychological
Principles
They focus on psychological factors that
are primarily internal to and under the
control of the learners 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 inte inteded to deal
holistically with learners in the context of real
world learning situations. Thus, they are best
understood as an organized set of principles;
no principles should be viewed in isolation.

The Principles are intended to apply to all

learners- from children, to teachers, to
administrators, to parents, and to community
members involved in our educational system.
Cognitive and Metacognitive Factors
1. 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.

2. GOALS OF THE LEARNING PROCESS

The sucessful learner, over time and with support and
instructional guidance, can create meaningful, coherent
representations of knowledge.
 Cognitive and Metacognitive Factors
3. CONSTRUCTION OF KNOWLEDGE
The succesful learner can link information with existing
knowledge in meaningful ways.

4. STRATEGIC THINKING
The succesful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex
learning goals.
 Cognitive and Metacognitive Factors
5. THINKING ABOUT THINKING
Higher older 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 the
individuals ‘s emotional states, beliefs, interests and goals, and
habits of thinking.

8. INTRINSIC MOTIVATION TO LEARN

The learner’s creativity, higher older thinking, natural curiousity 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
9. EFFECTS OF MOTIVATION ON EFFORT
Acquisitions 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 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
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 function of prior experience
and heredity.

13. LEARNING AND DIVERSITY

Learning is most effective when differences in learners’
linguistic, cultural, and social background are taken into
account.
 Individual Differences Factors
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;
01 The knowledge base
02 Strategic processing and control
03 Motivation and affect

04 Development and Individual Differences

05 Situation or context
 UNIT 2
BASIC CONCEPT AND
ISSUES ON HUMAN
DEVELOPMENT
 Two Approaches to Human Development

• If you believe that Nikki and Kenn will show

extensive change from both to adolescence, little or
no change in adulthood and decline in late old age,
your approach to development is traditional. In
contrast, if you believe that even in adulthood
developmental change takes place as it does
during childhood, your approach is termed life-
span approach.
What are the characteristics of human development from
a life-span perspective? Paul Baltes (Santrock, 2002),
an expert in life-span approach.

1.Development is lifelong.
It does not end in adulthood. Ken and Naschielle will
continue developing even in adulthood.

2. Development is plastic.
Plasticity refers to the potential for change. Development
is possible thoughout the life-span. No ine is too old to
learn. There is no such thing as “I am too old for that...”
Neither Kenn nor Naschielle will be too old to learn
simething.
3. Development is multidimensional.
Development consists of biological, cognitive, and socio-
emotional dimensions.

Development as a process is complex because it is the

product of biological, cognitive and socioemotional
process (Santrock,2002).
4. Development is contextual.
Individuals are changing beings in a changing world.
Individuals respond to and act on contexts. These
context include the individual’s biological make up,
physical environment, cognitive processes, historical,
social and cultural contexts. (Santrock, 2002)
Naschielle’s and Kenn’s biological make up, social and
cultural contexts may vary and therefore make them
develop differently from each other.
5. Development involves growth, maintenance and
regulation.
Growth, maintence and regulation are three (3) goals of
human development. The goals of individuals vary
among development stages, For instance, as individuals
reach middle and late adulthood, concern with growth
gets into the back stage while maintenance and
regulation take the center stage.
 MODULE 2:

The Stages of Development and

Developmental Tasks
 PRE-NATAL PERIOD
It involes
tremendous growth-
from a single cell to
an organism
complete with brain
and behavioral
capabilities.
 Infancy
(from birth to 18-24
months)
A time of extreme
dependence on adults.
Many psychological
activities are just
beginning-language,
symbolic thought,
sensorimotor
coordination and social
learning.
 Early childhood (end of
infancy to 5-6 years (Grade I)
These are the
preschool years. Young
children learn to
become more self-
sufficient and to care
for themselves,
develop school
readiness skills and
spend many hours in
play with peers.
 Middle and late childhood
(6-11 years of age, the
elementary school years)

The fundemental skills of

reading. writing and
arithmetic are mastered. The
child is formally exposed to
the larger world and its
culture. Achievement
becomes a more central
theme of the child’s world
and self-control increases.
 Adolecence
(10-12 years of age
ending up to 18-22 Begins with rapid physical changes -
years of age) Begins dramatic gains in height and weight,
changes in body contour, and the
with rapid physical
development of sexual characteristics
changes such as enlargement of the breasts,
development of public and facial hair,
and deepening of the voice. Pursuit of
independence and identity are
prominent. Thought is more logical,
abstract and idealistic. More time is
spent outside of the family.
 Early adulthood (from late
teens or early 20s lasting
through the 30s)
It is a time of
establishing personal
and economic
independence, career
development, selecting
a mate, learning to live
with someone in an
intimate way, staring a
family and rearing
children.
 Middle adulthood
(30 to 60 years of age)
It is a time of expanding
personal and social
involvement and
responsiblity; of assisting
the next generation in
becoming competent and
mature individuals; and of
reaching and maintaining
satisfaction in a career.
Late adulthood (60s and
above)
It is a time for
adjustment to
decreasing strenght
and health, life
review, retirement,
and adjustment to
new social roles.
 Concept of Development Tasks
In each stage of development a certain task or
task are expected of every individual. Robert
Havighurst defines developmental tasks as one
that “arises at a certain period in our life, the
successful achievement of which leads to
happiness and success with later tasks while
failure leads to unhappiness, socials
disapproval, and difficulty with later tasks.”
(Havighurts,1972).
Prepared By:
GROUP 1
Ashley C. Bonavente
Christine Quirante
Rhealyn Brillo
Joshua Afante
Ericka Arbaja
Irene Monedero
Christine Mae Capistrano
Earl Laurence Cabanez