Learner-Centered Psychological Principles PDF

Introduction to **Learner-Centered Principles / Education** - - This approach places the student at the core of the learning process. - It considers their needs, backgrounds, interests, and abilities, rather than following a one-size-fits-all method - Adapting teaching methods to...

Introduction to **Learner-Centered Principles / Education** - - This approach places the student at the core of the learning process. - It considers their needs, backgrounds, interests, and abilities, rather than following a one-size-fits-all method - Adapting teaching methods to the needs, experiences, and interests of students. - It promotes active engagement, motivation, and a deeper understanding of content. - Emphasize adapting teaching methods to meet diverse needs. **Nature of the Learning Process** - Understanding your unique learning process and preferences is key to effective learning. - Keep exploring, reflecting, and engaging in your own learning process **Learning** - Is an active, social, and dynamic process that builds on prior knowledge. How can understanding your own learning process help you become a better learner? - Not just the passive absorption of information but an active, constructive, and dynamic process where students build upon prior knowledge and experiences. The **Brain** - Processes information through sensory inputs, stores it in memory, and retrieves it when needed. - This process varies for each student, influencing how they learn best. **Learning as an Active Process** - Encourage students to see themselves as active participants, not just recipients. - Active engagement leads to better retention and understanding. **Impact on Learner-Centeredness** - Knowing that each student learns differently, a learner-centered teacher must be flexible and adaptive in their teaching approach. **Metacognition** - Explain the concept of \"thinking about one\'s thinking.\" - Encourage students to reflect on their own learning processes, strengths, and areas for growth. **Motivational and Affective Factors in Learning** **Motivation** - Can be Intrinsic or Extrinsic - Factors like choice, relevance, and feedback enhance motivation. - Emotions like confidence and anxiety also play a significant role. **Intrinsic Motivation** - Learning for its own sake - Tends to be more powerful and sustainable **Extrinsic Motivation** - Learning for rewards or avoiding punishment +-----------------------------------+-----------------------------------+ | **Factors that Enhance | | | Motivation** | | +===================================+===================================+ | **Choice and Autonomy** | - Give learners options to | | | choose topics, methods, or | | | projects. | +-----------------------------------+-----------------------------------+ | **Relevance** | - Connect learning to real-life | | | situations that matter to the | | | students. | +-----------------------------------+-----------------------------------+ | **Feedback** | - Provide constructive feedback | | | that helps learners see their | | | progress and areas for | | | improvement. | +-----------------------------------+-----------------------------------+ | **Affective Factors** | - Address emotions such as | | | stress, anxiety, and | | | confidence that affect | | | learning. | | | | | | - A **positive, supportive** | | | classroom climate fosters | | | better learning outcome. | +-----------------------------------+-----------------------------------+ **Developmental and Social Factors in Learning** **Cognitive, Social,** And **Emotional** Development stages - Affect how we learn. ***Peer Interactions** and **Cultural Background*** - - Social factors - Influence learning experiences. +-----------------------------------+-----------------------------------+ | **Developmental Stages** | - Explain that each student is | | | at a different stage of | | | cognitive, social, and | | | emotional development, | | | | | | - Which influences how they | | | learn and interact | +===================================+===================================+ | **Social Context** | - Learning doesn't happen in | | | isolation. | | | | | | - It is influenced by social | | | factors, such as | | | relationships with peers and | | | teachers, family support, and | | | cultural context. | +-----------------------------------+-----------------------------------+ | **Cultural Sensitivity** | - Acknowledge that students | | | come from diverse backgrounds | | | and that teaching must | | | respect | | | | | | - Incorporate these differences | | | to make learning relevant and | | | meaningful. | +-----------------------------------+-----------------------------------+ - Balancing both methods addresses different learning preferences. **Direct Instruction** - Involves teacher-led, explicit teaching. - Effective for teaching specific knowledge or skills where a clear explanation is needed. **Indirect Instruction** - Involves student-centered, exploratory learning. - Encourages exploration, creativity, and critical thinking. ***Examples*** include inquiry-based learning, problem-solving activities, and discussions. **Continuum of Instruction** - Show how a teacher can move between direct and indirect methods depending on the lesson goals and the needs of the students. ***Examples*** start with a direct lesson to introduce a concept, then move to an indirect method to explore it in depth. **Research-Based Practices and Strategies** **Effective strategies** - Include cooperative learning, formative assessment, and differentiated instruction. **Exploratory Methods** like problem-solving and case studies support active learning. +-----------------------------------+-----------------------------------+ | **Research-Based Practices** | - Emphasize that these | | | practices are proven to be | | | effective through research | | | and are adaptable to | | | different classroom settings. | +===================================+===================================+ | **Exploratory Methods** | - Discuss methods like | | | project-based learning, case | | | studies, and simulations that | | | foster critical thinking, | | | problem-solving, and | | | collaboration. | +-----------------------------------+-----------------------------------+ | **Alignment with Learner-Centered | - Highlight how these methods | | Approach** | encourage active | | | participation and cater to | | | diverse learning styles. | +-----------------------------------+-----------------------------------+ **Legal and Policy Frameworks in Learner-Centered Teaching** ***RA 10533 and the K-to-12 Framework*** - Promote inclusive and learner-centered education. - They aim to provide relevant and globally competitive education. +-----------------------------------+-----------------------------------+ | **RA 10533** | - Emphasizes inclusive | | | education, mother | | | tongue-based multilingual | | | education, and holistic | | | development of learners. | +===================================+===================================+ | **K-to-12 Framework** | - Provide a more inclusive, | | | relevant, and globally | | | competitive education system | | | in the Philippines, | | | incorporating various | | | learning styles and needs. | +-----------------------------------+-----------------------------------+ **Application to Teaching** - Illustrate how teachers can align their lesson plans and teaching strategies with these frameworks to ensure compliance and promote learner-centeredness.