LEARNERS.pdf

LEARNERS - CENTER OF INSTRUCTION - CENTER OF ALL EDUCATIVE PROCESSES - INSTRUCTION – INVOLVES AROUND THE LEARNER TEACHER - CENTER OF TEACHING AND LEARNING - KEY FACTORS THE LEARNER-CENTERED PRINCIPLE (LCP) - PUT TOGETHER BY THE AMERICAN PSYCHOLOGICAL ASSOCIATION (...

LEARNERS - CENTER OF INSTRUCTION - CENTER OF ALL EDUCATIVE PROCESSES - INSTRUCTION – INVOLVES AROUND THE LEARNER TEACHER - CENTER OF TEACHING AND LEARNING - KEY FACTORS THE LEARNER-CENTERED PRINCIPLE (LCP) - PUT TOGETHER BY THE AMERICAN PSYCHOLOGICAL ASSOCIATION ( ALEXANDER AND MURPHY ) - PERTAIN TO LEARNERS AND LEARNING PROCESS - FOCUS ON PSYCHOLOGICAL FACTORS - DESIGNED FOR MORE FRAMEWORK IN EDUCATION - MORE UNDERSTANDING IN LEARNING - EFFECTIVE WAY OF LEARNING 14 PRINCIPLES – (6) COGNITIVE AND METACOGNITIVE FACTORS, (3) MOTIVATIONAL AND AFFECTIVE FACTORS, (3) INDIVIDUAL DIFFERENCE FACTORS, (2) DEVELOPMENTAL AND SOCIAL FACTORS SUCCESSFUL LEARNERS ARE - ACTIVE - GOAL-ORIENTED - SELF-REGULATION 14 PRINCIPLES - COGNITIVE AND METACOGNITIVE FACTORS 1. NATURE OF LEARNING PROCESS – LEARNING OF COMPLEX MATTER IS MOST EFFECTIVE WHEN IT IS AN INTENTIONAL PROCESS OF CONSTRUCTING MEANING FROM INFORMATION AND EXPERIENCE 2. GOAL OF LEARNING PROCESS – SUCESSFUL LEARNERS OVERTIME AND WITH SUPPORT AND INSTRUCTIONAL GUIDANCE, CAN CREATE MEANINGFUL COHERENT REPRESENTATION OF KNOWLEDGE 3. CONSTRUCTION OF KNOWLEDGE – SUCCESSFUL LEARNERS CAN LINK NEW INFORMATION WITH EXISTING KNOWLEDGE IN MEANINGFUL WAYS 4. STRATEGIC THINKING – SUCCESSFUL LEARNERS CAN CREATE AND USE A REPERTOIRE OF THINKING AND REASONING STRATEGIES TO ACHIEVE COMPLEX LEARNING GOALS  5. THINKING ABOUT THINKING – HIGHER ORDER 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. MOTIVATION AND EMOTIONAL INFLUENCES ON LEARNING – WHAT AND HOW MUCH IS LEARNED IN INFLUENCED BY THE LEARNER’S INNOVATION. MOTIVATION TO LEARN, IN TURN, IS INFLUENCED BY THE INDIVIDUAL’S EMOTIONAL STATES, BELIEFS, INTERESTS AND GOALS, AND HABITS OF THINKING 8. INTRISTIC MOTIVATION TO LEARN – LEARNER’S CREATIVITY, HIGHER ORDER THINKING, AND NATURAL CURIOSITY ALL CONTRIBUTE TO MOTIVATION TO LEARN; STIMULATED BY TASKS OF OPTIMAL NOVELTY AND DIFFICULTY, RELEVANT TO PERSONAL INTERESTS, AND PROVIDING FOR PERSONAL CHOICE AND CONTROL 9. EFFECTS OF MOTIVATION ON EFFORT - ACQUISITION OF COMPLEX KNOWLEDGE AND SKILLS REQUIRES EXTENDED LEARNER EFFORT AND GUIDED PRACTICE; WITHOUT LEARNERS’ MOTVATION TO LEARN, THE WILLINGNESS TO EXERT THIS EFFORT IS UNLIKELY WITHOUT COERSION. - INDIVIDUAL DIFFERENCES FACTORS 12. INDIVIDUAL DIFFERENCES IN LEARNING – LEARNERS HAVE DIFFERENT STRATEGIES APPROACHES, AND CAPABILITIES FOR LEARNING THAT ARE FUNCTION OF PRIOR TO EXPERIENCE AND HEREDITY 13. LEARNING AND DIVERSITY – LEARNING IS MOST EFFECTIVE WHEN DIFFERENCES ARE TAKEN INTO ACCOUNT 14. STANDARDS AND ASSESSMENT – SETTING HIGH AND CHALLENGING STANDARDS AND ASSESSING THE LEARNING PROGRESS ARE INTEGRAL PARTS OF THE LEARNING PROCESS - DEVELOPMENTAL AND SOCIAL FACTORS 10. DEVELOPMENTAL INFLUENCE ON LEARNING – LEARNING IS MOST EFFECTIVE WHEN DIFFERENTIAL DEVELOPMENTAL WITHIN AND ACROSS PHYSICAL, INTELLECTUAL, EMOTIONAL AND SOCIAL DOMAINS IS TAKEN INTO ACCOUNT. 11. SOCIAL INFLUENCES ON LEARNING – LEARNING IS INFLUENCED BY SOCIAL INTERACTIONS, INTERPERSONAL RELATIONS, AND COMMUNICATION WITH OTHERS. HUMAN DEVELOPMENT - REFERS TO PHYSICAL, COGNITIVE AND PSYCHOSOCIAL DEVELOPMENT PHYSICAL - BODY AND BRAIN, SENSES, MOTORSKILLS, HEALTH AND WELLNESS COGNITIVE - LEARNING, ATTENTION, MEMORY, LANGUAGE, THINKING, REASONING AND CREATIVITY PSYCHOSOCIAL - EMOTIONS, PERSONALITY, AND SOCIAL RELATIONSHIPS DOMAINS: COGNITIVE – KNOWLEDGE PSYCHOMOTORS – PHYSICAL AFFECTIVES – BEHAVIOR, ATTITUDE; HOLISTICS DEVELOPMENTAL TASK (ROBERT HAVIGHURT) - INFANT AND EARLY CHILDHOOD (0-5) - MIDDLE CHILDHOOD (6-12) - ADOLESCENCE (13-18) DEVELOPMENTAL STAGE – THE PERIOD LIFESPAN PERSPECTIVE – EXPLORATION OF BIOLOGICAL, COGNITIVE AND PSYCHOSOCIAL CHANGES THROUGHOUT LIFE; THEORETICAL PERSPECTIVE; METHODOLOGICAL PROCESS German psychologist Paul Baltes, a leading expert on lifespan development and aging, developed one of the approaches to studying development called the lifespan perspective. This approach is based on several key principles: 1. Development occurs across one’s entire life, or is lifelong. 2. Development is multidimensional, meaning it involves the dynamic interaction of factors like physical, emotional, and psychosocial development 3. Development is multidirectional and results in gains and losses throughout life 4. Development is plastic, meaning that characteristics are malleable or changeable. 5. Development is influenced by contextual and socio-cultural influences. 6. Development is multidisciplinary. 1. Development is lifelong Lifelong development encompasses the entire lifespan, from conception to death. It involves diverse patterns of change, such as direction, timing, and order, affecting individuals' development. The study of development emphasizes that all stages contribute to the regulation of human development. 2. Development is multidimensional Baltes' concept of multidimensionality highlights the intricate interplay of biological, cognitive, and socioemotional factors that shape an individual's development throughout their lifespan, exemplified by puberty's broad range of domains. 3. Development is multidirectional Baltes argues that the development of certain traits can increase or decrease in efficacy over an individual's life. For example, self-regulation during puberty undergoes multidirectional changes, enhancing emotional regulation and impulse control. This process, known as selective optimization with compensation, requires individuals to prioritize specific functions over others, sacrificing other features for better outcomes. This concept illustrates the gain/loss concept in developmental processes. 4. Development is plastic Plasticity refers to the variability in human development, emphasizing the openness and pluralism of human growth. Research shows that blind individuals can compensate for vision loss by developing tactile and auditory functions. Brain-imaging studies show that sensory cortices reorganize after visual deprivation. A brain plasticity-based training program has shown that cognitive function, particularly memory, can be improved in mature adults experiencing age-related cognitive decline. 5. Development is contextual Contextualism, as proposed by Baltes, suggests that three systems of biological and environmental influences influence an individual's development: normative age-graded influences, normative history-graded influences, and nonnormative influences. These influences accumulate over time and are responsible for how lives develop. Age-graded influences, such as age-based social practices, are strongly correlated with chronological age, while history-graded influences, such as historical events, are associated with specific time periods. Nonnormative influences, on the other hand, are unpredictable experiences that shape an individual's development. 6. Development is Multidisciplinary A combination of disciplines, including psychologists, sociologists, neuroscientists, anthropologists, educators, economists, historians, and medical researchers, is suggested for understanding development across the lifespan. BIOSYCHOLOGICAL INFLUENCES - BIOLOGICAL - PSYCHOLOGICAL - SOCIAL  - LEARNING IS SELF-ACTIVITY THAT TAKES PLACE IN AN INDIVIDUAL SIGMUND FEUD - EMPHASIZES THE IMPORTANCE OF CONSCIOUS MIND - UNCONSCIOUS MIND GOVERNS BEHAVIOR TO A GREATER DEGREE THAN PEOPLE SUSPECT - GOAL OF PSYCHOANALYTIC – MAKE THE UNCONSCIOUS CONSCIOUS JEAN PIAGET - FAMOUS SWISS PSYCHOLOGIST  - THE FATHER OF DEVELOPMENTAL PSYCHOLOGY - DEVELOPED THE 1ST MAJOR THEORY OF COGNITIVE DEVELOPMENT - STAGE THEORIST - BELIEVED THAT LEARNING IS EXPERIENCE BASED 3 PARTS OF PERSONALITY ID – PLEASURE PRINCIPLE; SATISFY THE BASIC NEEDS; INSTINCTUAL URGES; UNCONSCIOUS EGO – REALITY PRINCIPLE; FIND PLEASURE; RATIONAL THOUGHT; CONSCIOUS SUPER EGO – MORAL STANDARDS PRINCIPLE ; PRESSURE ; MORAL CONSCIOUSNESS; UNCONSCIOUS AND CONSCIOUS CONCRETE SEMI-CONCRETE ABSTRACT 3 LEVELS OF CONSCIOUSNESS UNCONCSCIOUS - EXIST OUTSIDE OF YOUR AWARENESS PRECONSCIOUS – ALL INFORMATION THAT YOU’RE NOT CURRENTLY AWARE OF BUT CAN BE RECALLED CONSCIOUS – CURRENT STATE OF AWARENESS PIAGET’S 4 STAGES OF COGNITIVE DEVELOPMENT 1. THE SENSORI-MOTOR STAGE 0-2 – DEVELOPMENT THROUGH EXPERIENCES AND MOVEMENT OF OUR LIVE SENSES ( SEE, HEAR, SMELL, TASTE AND TOUCH ) 2. THE PRE – OPERATIONAL STAGE 2-7 – OUR THINKING IS MAINLY CATEGORIZED FOR SYMBOLIC FUNCTIONS AND INTUITIVE THOUGHTS 3. THE CONCRETE OPERATIONAL STAGE 7-11 – DISCOVERING LOGIC AND WE DEVELOP CONCRETE COGNITIVE OPERATIONS 4. THE FORMAL OPERATIONAL STAGE 12+ - THE ABILITY TO THINK MORE RATIONALLY ABOUT ABSTRACT CONCEPTS AND HYPOTHETICAL EVENTS