CONTENT: UNIT 2 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

TIME ALLOTMENT: 3-6 Weeks

EXPECTED OUTCOMES:
At the end of the unit, the students can:
a. discuss the psychological principles of learner-centeredness as a basis for differentiated
teaching to suit learner’s gender, needs, strengths, interests and experiences;
b. identify factors that promote learner-centeredness and motivate learners to work
productively and be accountable for their own learning;
c. reflect on how developmental and social factors can influence learning environments to
promote fairness, respect and care; and
d. relate RA 10533 and the K-to-12 framework to the principles of learner-centeredness

A. 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.
There are different types of learning process – habit formation in motor
learning, and learning that involves the generation of knowledge, or cognitive skills
and learning strategies.

2. Goals of the learning process

The successful learner, overtime and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
The strategic nature of learning requires students to be goal-directed. They
must generate and pursue personally relevant goals.

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 strategic thinking in their approach to learning,
reasoning, problem solving, and concept learning. Learning outcomes can be
enhanced if educators assist learners in developing, applying, and assessing their
strategic learning skills.

5. Thinking about thinking

Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.

Successful learners know what to do if a problem occurs or if they are not

making sufficient or timely progress towards a goal.
 6. Context of learning
Learning is influenced by environmental factors including culture, technology
and instructional practices.
Learning does not occur in a vacuum. Teachers play a major interactive role
with both the learner and the learning environment.

B. MOTIVATIONAL and AFFECTIVE FACTORS

1. Motivational and emotional influences
What and how much is learned is influenced by the learner’s motivation.
Motivation to learn is influenced by the individual’s emotional status, beliefs,
interests and goals and habit of thinking.
Positive emotions such as curiosity generally enhances motivation and
influence learning and performance. However, intense negative emotions (panic,
insecurity, rage) and related thoughts (worrying, fearing, punishment, ridicule, etc)
generally detract from motivation, interfere with learning and contribute to low
performance.

2. Intrinsic motivation to learn

The learner’s creativity, high order thinking and natural curiosity all contribute
to motivation. Intrinsic motivation is stimulated by optimal novelty and difficulty
related to personal worth.
Curiosity, flexible and insightful thinking, creativity are major indicators of the
learners’ intrinsic motivation to learn. Educators can encourage and support
learners’ natural curiosity and motivation to learn by attending to individual
differences.

3. 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
effort is unlikely without coercion.
Educators need to be concerned with facilitating motivation by strategies that
enhance learner’s effort and commitment to learning and to achieving high
standards of comprehension and understanding.
Effective strategies include purposeful learning activities, guided by practices
that enhance positive emotions and intrinsic motivation to learn.

C. DEVELOPMENTAL and SOCIAL FACTORS

1. 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.
Individuals learn best when material is appropriate to their developmental
level and is presented in an enjoyable and interesting way.
 The intellectual, emotional and social development of learners and how they
interpret life experiences are affected by prior schooling, home, cultural and
community factors.

2. Social influences on learning

Learning is influenced by social interactions, interpersonal relations and
communication with others.
Learning can be enhanced when the learner has an opportunity to interact and
to collaborate with others on instructional tasks.
Quality personal relationships that provide stability, trust and caring can
increase learners’ sense of belonging, self-respect and self-acceptance and provide a
positive climate for learning.
Positive learning climates can also help to establish the context for healthier
levels of thinking, feeling and behaving. Such contexts help learners feel safe to
share ideas, actively participate in learning process.

D. INDIVIDUAL DIFFERENCES
1. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning
that are a function of prior experience and heredity.
Individuals are born with and develop their own capabilities and talents. The
interaction between learner differences and curricular and environmental conditions
is another key factor affecting learning outcomes.
Educators need to help students examine their learning preferences and
expand or modify them, if necessary. Educators need to be sensitive to individual
difference in general.

2. Learning and diversity

Learning is most effective when differences in learners’ linguistic, cultural, and
social backgrounds are taken into account.
When learners perceive that their individual differences in abilities,
backgrounds, cultures, and experiences are valued, respected, and accommodated
in learning tasks and contexts, levels of motivation and achievement are enhanced.

3. Standards and assessment

Assessment provides important information to both the learners and teacher
at all stages of the learning process.
Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore, appraisal of the learner’s cognitive strengths and
weaknesses, as well as current knowledge and skills, is important for the selection of
instructional materials of an optional degree of difficulty.
On going assessment of the learner’s understanding of the curricular material
can provide valuable feedback to both learners and teachers about progress toward
the learning goals.
 Standardized assessment of learner progress and outcomes assessment
provide information about achievement level. Performances assessment can provide
other sources of information about the attainment of learning outcomes. Self-
assessments of learning can also improve students self-appraisal skills and enhance
motivation and self-directed learning.

E. LEGAL and POLICY FRAMEWORKS and LEARNER-CENTERED TEACHING

1. R.A. 10533
This was approved on May 15, 2013 – “An act enhancing the Phil. Basic
education system by strengthening its curriculum and increasing the number of
years for basic education, appropriating funds therefore and for other purposes”
otherwise known as the “Enhanced Basic Education act of 2013”, approved on
May 15, 2013 and which took effect on June 8, 2013.

2. K-to-12 framework
The k-to-12 program covers kindergarten and 12 years of basic education (6
years of Junior High School, and 2 years of Senior High School) to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education.
This was approved by Pres. Benigno Aquino, signed into law on May 15,
2013. The program also contextualizes lessons to students as concepts will be
explained using local culture with the use of the students’ respective mother
tongues.

SUGGESTED ACTIVITIES
1. Make an evaluation of the implementation of K-to-12 program.
2. Identify ways on how you can apply the Learner-Centered Psychological Principles as a
future teacher.
3. Make a reaction paper on RA 10533.

Prepared by:

BERNARDITA B. MANALO
Instructor