Learner-Centered Psychological Principles PDF

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES COGNITIVE AND METACOGNITIVE FACTORS KOBE B. IBARRETA TABLE OF CONTENTS Nature of the Learning Process Strategic Thinking Goals of the Learning Thinking about Thinking...

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES COGNITIVE AND METACOGNITIVE FACTORS KOBE B. IBARRETA TABLE OF CONTENTS Nature of the Learning Process Strategic Thinking Goals of the Learning Thinking about Thinking Process Context of Learning Construction of Knowledge Learner-centered psychological factors are the intrinsic motivations, emotions, beliefs, and cognitive processes that influence how learners approach and engage with learning. These factors play a crucial role in creating a positive and effective learning environment. The American Psychological Association (APA) has identified 14 learner- centered psychological principles that can guide educators in creating effective learning experiences. These principles are categorized into four groups:  2. Motivational and Affective Factors 1. Cognitive and Metacognitive Factors Intrinsic motivation: Learners are more Nature of learning: Learners actively motivated when they find learning interesting, construct their own knowledge based on their challenging, and meaningful. prior experiences and new information. Extrinsic motivation: External rewards can Learner motivation: Intrinsic motivation is be motivating, but they should not overshadow key to sustained learning. intrinsic motivation. Learner development: Learning is influenced Goal setting: Setting clear and achievable by learners' developmental stages and goals can enhance motivation and individual differences. persistence. Strategic learning: Effective learners use a Self-efficacy: Learners' beliefs in their ability variety of strategies to organize, remember, to succeed influence their motivation and performance. and understand information. 3. Developmental and Social Factors 4. Individual Difference Factors Developmental characteristics: Individual differences: Learners Learning is influenced by learners' have diverse learning styles, physical, cognitive, and social preferences, and needs. development. Learning styles: Educators should Social interactions: Social consider learners' learning styles when interactions with peers and teachers designing instruction. can enhance learning. Multiple intelligences: Learners Cultural and linguistic diversity: possess a variety of intelligences, and Learning experiences should be instruction should address these culturally responsive and inclusive. diverse strengths.  GOALS OF LEARNING PROCESS 1 2 3 Cognitive Factors Metacognitive GOALS Factors Attention: The ability to focus on Acquiring new knowledge and skills: relevant information and ignore Learners should be able to gain a deep Planning: Setting goals, distractions. understanding of concepts and develop organizing information, and practical abilities. developing strategies. Perception: The interpretation of Developing critical thinking and problem- sensory information. solving skills: Learners should be able to Monitoring: Assessing Encoding: The process of transforming analyze information, evaluate arguments, one's understanding and information into a mental representation. and solve complex problems. progress. Storage: The retention of information in Cultivating metacognitive abilities: Learners should be able to monitor and Evaluation: Reflecting on long-term memory. learning outcomes and regulate their own learning, becoming self- Retrieval: The process of accessing directed and independent learner identifying areas for stored information. improvement. KEY PRINCIPLES RELATED TO KNOWLEDGE CONSTRUCTION Constructivism Schema Theory Situated Learning Learners actively build their own Learners organize information into Learning is deeply rooted in the understanding based on their prior mental structures called schemas. context in which it occurs. knowledge and experiences. They These schemas help them make Learners construct knowledge by create mental models to interpret sense of new information and interacting with their environment new information and relate it to relate it to their existing and participating in authentic existing schemas. knowledge. activities. KEY PRINCIPLES RELATED TO KNOWLEDGE CONSTRUCTION Zone of Proximal Scaffolding Development Learners are most likely to learn Teachers can provide support and when they are challenged but not guidance to learners as they overwhelmed. The zone of gradually take on more proximal development is the area responsibility for their own between what a learner can do learning. This process is known as independently and what they can scaffolding. do with support. IMPLICATIONS TO TEACHING Create authentic learning experiences: Provide opportunities for learners to apply their knowledge in real-world contexts. Facilitate collaborative learning: Encourage learners to work together and share their ideas. Use a variety of instructional strategies: Employ a variety of teaching methods to cater to different learning styles and preferences. Provide opportunities for reflection: Encourage learners to think critically about their learning and make connections between different concepts. Support metacognition: Help learners develop the skills to monitor and regulate their own learning.