pedu202 module1 .pdf

Learner-Centered Psychological Principles (LCP) LEARNING OUTCOMES At the end of this Module, you should be able to: Explain the 14 principles; Advocate for the use of the 14 principles in the teaching-learning process; and Identify ways on how to apply the 14...

Learner-Centered Psychological Principles (LCP) LEARNING OUTCOMES At the end of this Module, you should be able to: Explain the 14 principles; Advocate for the use of the 14 principles in the teaching-learning process; and Identify ways on how to apply the 14 principles in instruction as a future teacher. DO YOU AGREE? + The leaner is the center of instruction. + The world of instructions revolves around the learner.  Learner-Centered Psychological Principles - by the American Psychological Association - the principles pertain to the learner and the learning process ⮚ Focus on psychological factors that are primarily INTERNAL. ⮚ It also attempt to acknowledge EXTERNAL environment or contextual factors that interact with these internal factors ⮚ Principles are intended to deal HOLISTICALLY with learners in the context of real-world learning situations; no principle shouldbe viewed in isolation. ⮚ The (14) principles influencing learners and learning are divided into those referring to: a. Cognitive and Metacognitive Factors b. Motivational and Affective Factors c. Developmental and Social Factors d. Individual Differences Factors ⮚ The principles are intended to apply to all learners – from children, to teachers, to administrators, to parents and to community members involved in our educational system. Advance Organizer (3) (6) Cognitive and Metacognitive Motivational Factors and Affective Factors (14) Learner- Centered Principles (2) (3) Individual Developmental Differences and Social Factors Factors Cognitive and Metacognitive Factors 1. Nature of the learning process. The learning of a complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. - Learning in schools emphasizes the use of intentional processes that students can use to construct meaning from information, experiences and their own thoughts and beliefs. - Successful learners are active, goal-directed, self-regulating and assume personal responsibility for contributing to their own Learning. 2. Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. - the strategic nature of learning requires students to be goal- directed; students must generate and pursue personally- relevant goals - educators can assist learners in creating meaningful learninggoals that are consistent with both personal and educational aspirations and interests 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 - unless new knowledge becomes integrated with the learner’s prior knowledge and understanding, this new knowledge remains isolated and CANNOT be used effectively in new tasks and does not transfer readily to new situations 4. Strategic thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. - learners also continue to expand their repertoire of strategies by reflecting on the methods they use to see which work well for them, by receiving guided instruction and feedback, and by observing. - 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 can reflect on how they think and learn, set reasonable learning or performance goals and monitor their progress toward their goal. - successful learners also know what to do if a problem occurs or if they are not making sufficient or timely progress toward a goal by generating alternative methods to reach their goal (or reassess the appropriateness and utility of the goal) - instructional methods that focus on helping learners develop these higher order (metacognitive) strategies can enhance student learning and personal responsibility for learning 6. Context of Learning Learning is influenced by environmental factors, including culture, technology and instructional practices. - teachers play a major interactive role with both the learner and the learning environment - cultural or group influences on students can impact many educationally relevant variables, such as motivation, orientation toward learning and ways of thinking - the classroom environment, particularly the degree to which it is nurturing or not, can also have significant impacts on studentlearning Motivational and Affective Factors 7. Motivational and emotional influences on learning What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interest and goals, and habits of thinking. - Help student avoid intense negative emotions (e.g. anxiety, panic, rage, insecurity) and related thoughts (e.g. worrying about competence, ruminating about failure, fearing punishment, ridicule, or stigmatizing labels). 8. Intrinsic motivation to learners The learner’s creativity, higher order thinking and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control. - intrinsic motivation is facilitated on tasks that learners perceive as interesting and personally relevant and meaningful, appropriate in complexity and difficulty to the learners’ abilities and on which they believe they can succeed 9. Effects of motivation on effort Acquisition of complex knowledge and skills requires extendedlearner effort and guided practice. Without learner’smotivation to learn , the willingness to exert this effort is unlikely without coercion - Task should be interesting and relevant. Developmental and Social Factors 10. 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, emotions and social domains is taken into account. - individuals learn best when material is appropriate to their development level and is presented in an enjoyable and interesting way 11. Social influences on learning Learning is influenced by social interactions, interpersonal relations and communications with others. - learning settings that allow for social interactions and respect for diversity encourage flexible and social competence - in interactive and collaborative instructional contexts, individuals have an opportunity for perspective taking and reflective thinking that may lead to higher levels of cognitive, social and moral development, as well as self-esteem Individual Differences Factors 12. Individual differences in learning Learners have different strategies, approaches and capabilities for learning that are a function of prior experience andheredity. - individuals are born with and develop their own capabilities and talents - educators need to be sensitive to individual differences, in general; they also need to attend to learner perceptions of the degree to which these differences are accepted to by varying instructional methods and materials 13. Learning and diversity Learning is most effective when differences in learners’ linguistic, cultural and social backgrounds are taken intoaccount. - careful attention to the above-mentioned factors in the instructionalsetting enhances the possibilities for designing and implementing appropriate learning environment - when learners perceive that their individual differences in abilities backgrounds, cultures and experiences are valued, respected andaccommodated in learning tasks and contexts, levels of motivationand achievement are enhanced 14. Standards and assessment Setting appropriately high and challenging standards and assessing the learner as well as learning progress including diagnostic process and outcome assessment – are integral parts 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 wellas current knowledge and skills, is important for the selection of instructional materials of an optimal degree of difficulty Summary of the (14) Principles Categorized In five Areas One’s existing knowledge serves as the Knowledge base foundation of all future learning. Strategic processing Leaner’s develop new skills to reflect and and control regulate thoughts and behavior Motivation and affect intrinsic motivation Development and learner has his own unique combination of Individual Differences genetic and environment factors Learning happens in the context of Situation or context society as well as within an individual  “ END