learner-centered-psychological-principles.pdf

lOMoARcPSD|46770978 Learner - Centered Psychological Principles Psychology (Xavier University - Ateneo de Cagayan) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university...

lOMoARcPSD|46770978 Learner - Centered Psychological Principles Psychology (Xavier University - Ateneo de Cagayan) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Course Title : Facilitating Learner – Centered Teaching Course Code : Prof. Ed. 4 Number of Units : 3 units =========================================================== =================== LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES It is not about what teachers cover; it is about what students discover. INTRODUCTION Psychology plays a very important role in understanding the teaching and learning process. Many innovations in the learning process have been made possible because of the contributions of psychology. Psychology is a branch of science that studies human behavior, and helps educators and teachers to understand the nature of diversity of learners. Teachers are now more confident and competent to teach because of a deep understanding of their learners. They can facilitate learning according to the learners’ needs. History has been witnessed as to how concepts, information, and studies in psychology have helped immensely in understanding the nature of the human being. They are bases for innovations and reforms in teaching. Teaching strategies are made more appropriate for every learner. Part of human nature is learning, which has been made interesting because of the application of knowledge obtained from psychology. Studies are continuously undertaken to enhance knowledge about the teaching and learning process. In this lesson, you are expected to: 1. explain learner-centered psychological principles; 2. discuss implications of the learner-centered psychological principles to teachers and educators; 3. analyze specific classroom situations where the 14 learner-centered psychological principles are used; and 4. suggest teaching strategies that could further enhance the 14 learner-centered psychological principles. ========================================================== =================== In the early 1990s, the American Psychological Association (APA) appointed a group, a Task Force on Psychology in Education, to conduct further studies in both psychology and education. The purpose of this group was to conduct studies that could further enhance the current understanding of educators on the nature of the learners about the teaching and learning process. The end goal was to improve the existing school practices so that learning becomes more meaningful to all kinds of learners. The 14 Learner-Centered Psychological Principles are categorized as follows: (1) cognitive and metacognitive factors; (2) motivational and affective; (3) developmental and social; and (4) individual difference factors. All these principles influence the teaching and learning process (APA, 1997). COGNITIVE AND METACOGNITIVE FACTORS Cognitive factors refer to the mental processes the learners undergo as they process information. The way learners think about their thinking as they engage in mental tasks is the concern of the metacognitive factors. 1. NATURE OF LEARNING PROCESS The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. Teachers play a significant role in guiding their learners to become active, goal-directed, and self-regulating, and to assume personal responsibility for their learning. The learning activities and opportunities provided by the teacher are very important situations where learners can integrate knowledge and concepts to their experiences. Whenever teachers plan their lessons and topics, they always need to consider how they can bring reality in the classroom. Learners need to have a clear and concrete understanding of knowledge and concepts presented so that they would also know in what particular situations they have to apply them. Learning through experience is the most effective way of teaching. An intentional learning environment is one that fosters activity and feedback and creates a culture that promotes metacognition, that is, one in which the learner Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 becomes aware of his or her learning process and can use tools to enhance this learning process (Bereiter & Scardamalia, 1989). 2. GOALS OF THE LEARNING PROCESS The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. Learners need to be goal-directed. Teachers have to guide learners in terms of determining their personal goals. They need to set their goals, not dictated by others, to ensure their willingness to achieve them. Meaningful learning takes place when what is presented to learners is very much related to their needs and interests. When learners have good understanding of the concepts discussed in school, they can reach long-term goals most likely. Indeed, it is challenging to motivate learners to succeed. 3. CONSTRUCTION OF KNOWLEDGE The successful learner can link new information with existing knowledge in meaningful ways. In planning a new lesson to be presented, teachers would usually find it more effective when they connect the learners existing knowledge to new information. The integration of prior experiences to a new concept to be learned is a way of making connections between what is new and what is already known. That new knowledge is created from old knowledge is the very heart of constructivism. Teachers should initiate more opportunities for learners to share ideas, experiences, observations, and readings as the need arises. Sharing prior knowledge can be done in creative strategies like concept mapping, group activities, and other collaborative techniques where learners are also able to learn from each other's experiences. 4. STRATEGIC THINKING The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. Strategic thinking is a person's ability to use knowledge in different ways to solve problems, address concerns and issues, decrease difficulties in certain situations, and make sound decisions and judgments in varied conditions. Strategic thinkers do not easily give up even in difficult situations. They are more challenged to find ways to solve a problem no matter how many times they already failed. They are not afraid to commit mistakes because they perceive them as meaningful learning experiences to continuously discover other ways of arriving at solutions. Teachers are supposed to give them as many opportunities to learn, experiment, solve, and explore new ideas and concepts. Thus, to motivate and encourage the learners to be more creative and innovative in their ideas, opinions, and responses are musts for teachers. 5. THINKING ABOUT THINKING Higher-order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. One of the most challenging roles of the teachers is to develop among their learners' higher order thinking skills (HOTS). It means that their learners can do evaluation, synthesis, analysis, and interpretation of varied concepts, information, and knowledge. As previously mentioned, learners develop their thinking skills when they are provided with opportunities and learning experiences to process varied events and situations, specifically if given real problems. This context means that aside from mastering information, discovery, problem-solving, creation, and evaluation should also be integrated into their learning experiences. Assessment tools in school should be authentic. Students can make inferences, sound judgments, and relevant conclusions, and use their learned knowledge to varied situations. HOTS are very much needed in this fast-changing world. 6. CONTEXT OF LEARNING Learning is influenced by environmental factors, including culture, technology, and instructional practices. Learning does not only take place inside the classroom. Much of what learners learn in the classroom with their teachers can only have meaning once they see them concretely in their Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 everyday life. Examples given in the classroom should be a reflection of their actual life experiences. The digital tools and instructional practices must be carefully selected to facilitate a motivating, stimulating, and encouraging learning environment geared toward effective acquisition of knowledge, concepts, and skills among learners. MOTIVATIONAL AND AFFECTIVE FACTORS How the learners push themselves to learn and how they value learning are the concerns of the motivational factors. Meanwhile, the affective factors relate to the attitude, feelings, and emotions that learners put into the learning task. 1. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON LEARNING What and how much are learned are influenced by the learner's motivation. Motivation to learn is influenced by the individual’s emotional stat beliefs, interests and habits of thinking. Motivation plays a very important role in learning. It pertains to an individual's inner drive to do something, accomplish something, pursue a goal, learn, and master a skill, or just discover without necessarily being forced or pushed by anyone. The level of one’s motivation would also determine the extent of his or her ability to accomplish desired tasks. The way teachers motivate their learners is then crucial to make them actively engaged in the learning process. In lesson planning, the motivation part of the lesson sets the positive mindset of the learners. No matter how new, challenging, and technical a topic is, if the level of their motivation is high, they would always find the interest to participate and get themselves engaged. Meanwhile, if there were no efforts to motivate learners, then, there would also be no engagement to learning. Teachers and parents' encouragements, praises, and rewards can boost the learner’s confidence. They can also establish positive emotional states and good habits of thinking in individuals. Learners will always feel that mistakes and errors are normal parts of learning. Teachers should also use learning materials and strategies that would eradicate learners ‘anxiety, panic, and even insecurities. 2. INTRINSIC MOTIVATION TO LEARN The learner's creativity, higher-order thinking, and natural curiosity all contribute to the motivation to learn. There are two kinds of motivation - intrinsic and extrinsic motivation. Intrinsic motivation is manifested when an individual engages in an activity or task that is personally gratifying. It is personally rewarding, and there is no expectation for any external or tangible reward. Extrinsic motivation, meanwhile, is its direct opposite. A person engages in a task or activity to earn external rewards or to avoid punishments in some situations. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. As teachers and mentors, the most important way to motivate the students to learn is to present the value of that knowledge or concept to their life. Learning is not only about getting good grades or complying with requirements, but it is more of knowing why they need to learn such and to what specific instances in their lives that they would be able to use them. When what is being taught to the students is presented creatively, it stimulates their HOTS, enhances their curiosity, and heightens their interest to learn more about it. Teaching strategies that allow personal choice and control, collaboration, and creation for learners contribute to a more heightened intrinsic motivation for learning. 3. EFFECTS OF MOTIVATION ON EFFORT Acquisition of sophisticated knowledge and skills requires extensive learner's effort and guided practice. The learners' motivation to learn is also partnered by their extended efforts. Teachers facilitate learning opportunities and experiences that encourage learners to exert time and effort and at the same time commitment and enthusiasm toward a task they have to do and a concept they have to learn. It is through the teachers' encouragement that they will have to do tasks with quality and not just for compliance's sake. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Teachers can praise works that have been done well. They can also acknowledge every little achievement of a person. Teachers can use the students' errors or mistakes as opportunities for mentoring. All these raise a person's motivation to learn. Positive emotions establish in the classroom as well as with others make learning interesting for everybody in general. The learning environment can also foster positive emotions when there is no competition between and among learners, and numeric grades are just secondary considerations as pieces of learning. EXPERIENCE Learners acquire knowledge and skills from the experiences that they actively engage in. This scenario demands the teachers to be in an active role as well to effect the intended positive changes to the learners. Initially, teachers' awareness of students' background or characteristics is vital input in instructional design. Common experiences shared by teachers in seminars and trainings reveal the varied methodologies and strategies they have proven in their action researches to be effective. Cognition is triggered by the varied types of motivation used by teachers and the strategies they use to build a more positive affect among the learners. Likewise, prior knowledge has been found useful in the learners’ metacognitive thinking. The stock knowledge and skills have developed greater confidence for the learners to hurdle the task-in the planning of the strategies to solve a task, in their monitoring of their solving processes, and in evaluating their output. Based on common experiences by teachers, learners achieve more if they exert effort in the tasks given to them. The teachers should consider all the major elements of the cognitive and metacognitive factors of learning as follows: nature of the learning process, goals of the learning process, construction of knowledge, strategic thinking, thinking about thinking, and the context of learning. Each teacher's learning plan should be carefully checked as to its appropriateness and effectiveness in lesson delivery. Mentoring of new teachers by seasoned teachers should also be a good practice that needs to be observed in schools. Teachers have best practices in motivating and stimulating their learners depending on their age and grade levels. Sometimes, extrinsic motivation works effectively among those in the lower grades, like giving tokens, stars, or any tangible reward. As they progress from one grade level to the other, teachers also modify motivation from being extrinsic to intrinsic because they are now becoming more matured learners. Their interests as well as the commitment to finish their tasks are now more critical rather than just the concrete rewards. DEVELOPMENTAL AND SOCIAL FACTORS Development and social factors as well as individual differences are considered critical factors in the capacity of learners to engage in learning. These principles include the following: 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. Knowledge on the physical, intellectual, emotional, and social domains of the learners is an excellent springboard for planning learning activities, materials, and assessment. Often, some learners are not learning well because there is a mismatch between the learning activity and the learners' developmental stage. Teachers are persons and professionals who should be knowledgeable of the various developmental milestones of learners. They should not be working alone along instructional planning. They should always collaborate with the school administrators, guidance counselors, learners' parents, guardians, and even family. Specifically, teachers should always look into the readiness of the learners through keen observations, diagnostic tools, authentic assessments, and the like. All of these will help to create optimal learning contexts and environment. 2. SOCIAL INFLUENCES ON LEARNING Learning is influenced by social interactions, interpersonal relations, and communication with others. Collaboration is a 21st century skill. All learners should learn the skill of working with others in an instructional setting. This ability will prepare them for the real world where they are expected Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 to interact effectively to a community of diverse people. Collaborative skills encompass social interactions, interpersonal relations, and communication. Learning activities in the classroom should offer opportunities for such collaborative skills. Group works, group dynamics, as well as group tasks are examples of situations where such can be developed. When learners work with their peers and classmates, they learn to appreciate and respect diversity. They practice their listening skills and at the same time consider each other's perspectives and contributions on the task to be completed. When adequately facilitated by the teacher, this ability contributes to a positive and healthy learning such as respect for each other's opinions, give-and-take relationships, and taking responsibility for assigned tasks to develop the interpersonal relationships of the learners. INDIVIDUAL DIFFERENCES FACTORS 1. INDIVIDUAL DIFFERENCES IN LEARNING Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. Diversity is a natural part of life. The learning environment is the best example where diversity is manifested between and among learners. Each learner has his or her learning style, intelligence, potential, skills, talents, learning preferences, as well as cognitive abilities, which are the effects of both experience and heredity. Theories on multiple intelligences, learning styles and the differentiated instructions are all to be considered when planning the delivery of lessons. Teachers assist and support their learners in identifying their most effective learning style, dominant intelligence, skills, and potentials, and help them identify the ways and means on how they can use them to maximize learning. Current trends in teaching encourage teachers to apply concepts on multicultural teaching, differentiated instruction (D), and the Universal Design for Learning (UDL). All these principles support the premise that teachers should be creative, innovative, and supportive of the individual differences of their learners. These trends in teaching offer various, options and ways by which diversity can best be used for meaningful teaching and learning. 2. LEARNING AND DIVERSITY Learning is most effective when differences in learners" linguistic, cultural, and social backgrounds are taken into account. Multicultural teaching encourages teachers to consider their learners' linguistic, cultural and social backgrounds. Language can be a barrier in learning when learners cannot express themselves properly and when the learning material is not also related to their social context. Examples given may be too vague or abstract because their most specific application cannot be found outside of the school. Cases and situations should be contextualized and localized. When learners find that their lessons are also concretely seen in their places and are closely related to their environment, the more they can appreciate learning. Culture makes one person distinct from other people. Students manifest differences in language, values, belief systems, and way of life. An inclusive classroom is one that welcomes and respects these differences, which are incorporated into their learning activities. They are also used as actual examples of concepts presented during discussions. Students do not feel discriminated upon and ridiculed because of their uniqueness as an individual. When each learner feels valued, accepted, and appreciated for what he or she is, this affirmation contributes to a positive learning environment. 3. STANDARDS AND ASSESSMENT Setting appropriately high and challenging standards and assessing the learner as well as the learning progress-including diagnostic, process, and outcome assessment-are integral parts of the learning process. Assessment and evaluation are essential pats of the teaching and learning process. The results of assessments conducted are used to gauge the learners' strengths, weaknesses, imitations, and areas of difficulties. Teachers can also determine what kind of support and scaffold the learners need. This process also includes knowing which instructional material would best assist a learner for better school performance. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Assessment should be an ongoing process. Whether it was formative or summative, results should be used as a means of improving the teachers' strategies and techniques in teaching. Low results may not always be attributed to students' negligence and difficulties but may also be because the teacher's strategy was not effective during the delivery of the lesson. Assessment, therefore, is for both the teacher and learner. EXPERIENCE Teaching is a complex process. It can be observed that there are teachers who enter their classrooms without much preparation on how they could make learning more interesting and engaging in varied kinds of learners. It is the very reason why institutions preparing pre-service teachers at present have continuously introduced innovations on their teacher education programs to prepare them for this complex task. The teachers are immersed as much as possible to actual classroom situation so that at an early stage of their training, they can already see the realities in the teaching and learning process. Teachers learn from their experiences as teachers because they meet different kinds of learners everyday. The learners' developmental stages are highly considered. Teachers prepare them for more difficult tasks but in a meaningful and interesting way. Learners are individually different from each other. Some are fast learners; some are quite slow, too. Teachers should then derive ways and means on how both groups can be assisted. A classroom is a place where diversity is appreciated and respected. It is never a place where learners are discriminated upon or ridiculed because of their unique way of life, social background, beliefs, value systems, and traditions. =========================================================== =================== Downloaded by SIem Ice ([email protected])