Learner-Centered Psychological Principles PDF

**Unit 1: Focus on the 21^st^ Century Learner** **B. Learner-Centered Psychological Principles** Estimated Duration for Study: **Learner -- Centered Psychological Principles** **Introduction** In its history, psychology has provided valuable information on human thinking, growth and motivation...

**Unit 1: Focus on the 21^st^ Century Learner** **B. Learner-Centered Psychological Principles** Estimated Duration for Study: **Learner -- Centered Psychological Principles** **Introduction** In its history, psychology has provided valuable information on human thinking, growth and motivation for the design of schooling based on theory and study. Advances in our comprehension of perception, memory, and cognitive and motivational processes will directly lead to changes in teaching, learning, and the entire schooling enterprise. Beginning in 1990, the American Psychological Association (APA) appointed a special Task Force on Psychology in Education, one of whose purposes was to integrate research and theory from psychology and education in order to surface general principles that have stood the test of time and can provide a framework for school redesign and reform. In addition, these principles reflect conventional and scientific wisdom. They comprise not only systematically researched and evolving learner-centered principles that can lead to effective schooling but also principles that can lead to positive mental health and productivity of our nation\`s children, their teachers, and the systems that serve them. These principles emphasize the active and reflective nature of learning and learners. Thus, in this lesson, you will be oriented with the fourteen learning principles that would guide the facilitating of learning in your classrooms. Application of these principles in the actual classroom settings is also included in this lesson. **Objectives:** At the end of the lesson, you must have: A. recognized the 14 learner--centered principles and formulated pedagogical implications for future applications in the classroom; B. written a reflective essay by sharing and indicating your classroom experiences as student and relating these experiences to any of the 14 leaner -- centered principles learned; and C. created a poster advocating the use of the 14 Learning -- Centered Psychological Principles in teaching and applications of these principles in the classroom. **Let's Warm - up!** Using the concept map, indicate words or terms related to learner -- centered classroom. Elaborate your concept of a learner--centered classroom. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Let's Discover!** The 14 learner-centered principles are categorized into four domains. These categories group the principles into research-validated domains important to learning: metacognitive and cognitive factors, affective and motivational factors, developmental and social factors, and individual difference factors. An understanding of these domains and the principles within them establishes a framework for designing learner-centered practices at all levels of schooling. It also helps define what \"learner-centered\" means from a research-validated perspective. **Cognitive and Metacognitive Factors** 1. Nature of the learning process 2. Goals of the learning process 3. Construction of knowledge 4. Strategic thinking 5. Thinking about thinking 6. Context of learning Motivational and Affective Factors 7. Motivational and emotional influences on learning 8. Intrinsic motivation to learn 9. Effects of motivation on effort 10. Developmental influences on learning 11. Social influences on learning 12. Individual differences in learning 13. Learning and diversity 14. Standards and assessment **Let's Check!** Mechanics 1. Think of your experiences in any of your classes (elementary, high school, college) where you can connect the principles that you have learned in this lesson. 2. Write a paragraph narrating your experiences in not less than 200 words and not more than 250 words. 3. In the next paragraph, write a reflection (not less than 250 words and not more than 300 words) by connecting your experiences to the 14 principles we have discussed. Specify the principles and give specific examples of classroom experiences to support your discussion. 4. Write your answers on the space provided. 5. A rubric will be used to evaluate your essay. ---------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Components** **1** **2** **3** **4** Focus and Details The topic and main ideas are not clear. There is one topic. Main ideas are somewhat clear. There is one clear, well focused topic. Main ideas are clear but are not well supported by detailed information. There is one clear, well -- focused topic. Main ideas are clear and are well supported by detailed and accurate information. Organization Information is irrelevant and the order of ideas is illogical Information is somewhat relevant and the presentation of ideas is not so logical. Information is somewhat relevant and presented in a logical order. Information is relevant and presented in a logical order. Voice The author's purpose of writing is unclear. The author's purpose of writing is somewhat clear, and there is some evidence of attention to audience. The author's knowledge and/or experience with the topic is/are limited. The author's purpose of writing is somewhat clear, and there is some evidence of attention to audience. The author's knowledge and/or experience with the topic is/are evident. The author's purpose of writing is very clear, and there is strong evidence of attention to audience. The author's extensive knowledge and/or experience with the topic is/are evident. Word Choice The writer uses a limited vocabulary. Jargon or clichés' may be present and detract from the meaning. The author uses words that communicate clearly, but the writing lacks variety. The author uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone. The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced. Sentence Structure, Grammar, Mechanics, & Spelling Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar. Mechanics, and/or spelling that interfere with understanding. Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and /or spelling, but they do not interfere with understanding. Most sentences are well constructed and have varied structure and length. The author makes a few errors in grammar, mechanics, and /or spelling, but they do not interfere with understanding. All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling ---------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Final Task: Let's Do This!** Create a poster advocating the use of the 14 Learning -- Centered Psychological Principles in teaching and how you will apply these principles in your future classrooms. Use a separate sheet (long-- size bondpaper) for your poster. Also, please indicate a paragraph (200 words) describing and explaining the poster you have created. A rubric will be used to evaluate your poster. Poster Making Rubric +-----------+-----------+-----------+-----------+-----------+-----------+ | Points | **1** | **2** | **3** | **4** | **5** | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Content | Content | Content | Content | Content | Content | | ** | is | is either | is | is | is | | | inaccurat | questiona | accurate | accurate | accurate | | | e. | ble | but some | but some | and all | | | Informati | or | required | required | required | | | on | incomplet | informati | informati | informati | | | is | e. | on | on | on | | | incomplet | Informati | is | is | is | | | e, | on | missing | missing | presented | | | inaccurat | is not | and/or | and/or | in a | | | e, | presented | not | not | logical | | | or not | in a | presented | presented | order. | | | presented | logical | in a | in a | | | | in a | order, | logical | logical | | | | logical | making it | order, | order, | | | | order, | difficult | making it | but is | | | | making it | to | difficult | still | | | | difficult | follow. | to | generally | | | | to | | follow. | easy to | | | | follow. | | | follow. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Present | Presentat | Presentat | Presentat | Presentat | Presentat | | ation** | ion | ion | ion | ion | ion | | | has no | is | flows | is mostly | is neat, | | | flow. | unorganiz | well. | neat and | clean, | | | Insuffici | ed. | Some | clean. | well- | | | ent | Tools are | tools are | Informati | organized | | | informati | not used | used to | on | and | | | on | in a | show | is | presented | | | and | relevant | acceptabl | organized | in a | | | lacking | manner. | e | in a | creative | | | some of | Lacking | understan | logical | way. | | | the | some of | ding. | manner | | | | member's | the | | and shows | Presentat | | | informati | members' | Each | some | ion | | | on. | informati | member's | degree of | is | | | | on/ | informati | creativit | colorful | | | | and or | on | y. | and | | | | informati | is | The | creative. | | | | on | represent | overall | Informati | | | | is not | ed | presentat | on | | | | identifie | and | ion | is | | | | d | identifie | is | interesti | | | | | d | interesti | ng | | | | | with | ng. | and | | | | | their | | accurate. | | | | | name. | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Picture | No images | Images | Most | Images, | Images | | s | or | are | images | pictures, | are | | and | artwork | inappropr | and/or | and clip | colorful, | | Images** | included. | iate | artwork | art and | and | | | | and | is are | drawn | appropria | | | | artwork | colorful | artwork | te | | | | shows | and | are | to the | | | | little, | appropria | mostly | topic. | | | | if any, | te. | colorful | Layout | | | | creativit | The | and | flows | | | | y. | layout | appropria | well, | | | | The | shows | te. | shows | | | | layout is | little | Layout | creativit | | | | messy, | creativit | may show | y, | | | | | y | some | and is | | | | disorgani | and/or is | degree of | pleasing | | | | zed | not | creativit | to the | | | | or | organized | y | eye. | | | | cluttered | logically | but is | | | | |. | or | not | | | | | | cluttered | organized | | | | | |. | logically | | | | | | | and/or is | | | | | | | cluttered | | | | | | |. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Mechani | More than | No more | No more | A few | No | | cs** | 7 | than 7 | than 5 | (2-3) | spelling, | | | spelling, | spelling, | spelling, | errors in | grammar, | | | grammar | grammar | grammar | spelling, | or | | | or | or | or | grammar | punctuati | | | punctuati | punctuati | punctuati | or | on | | | on | on | on | punctuati | errors in | | | errors. | errors. | errors. | on. | the text. | | | Text is | Most of | Several | Most text | Text is | | | copied or | text is | instances | is in | in the | | | not | not in | where the | student's | student's | | | included. | authors' | text is | own | own | | | | own words | not in | words. | words. | | | | and/or no | student's | | | | | | text | own | | | | | | included. | words. | | | +-----------+-----------+-----------+-----------+-----------+-----------+ References: Combs, B. (2000). *Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective*. Retrieved from http://www.ed.gov/rschstat/eval/tech/techconf00/mccombs\_paper.html\] Learner-Centered Principles Work Group of the American Psychological Association\'s Board of Educational Affairs. (1997, November). *Learner -- Centered Psychological Principles: A framework for School Reform and Design.* Retrieved from Lucas, M. & Corpuz, B. (2014). *Facilitating learning: A metacognitive process*