Chapter 1 FLC

FACILITATING LEARNER-CENTERED TEACHING (Educ04)
CHAPTER 1 – LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES(PRELIM)

LEIZEL C. DELA CRUZ, LPT
LEARNING
 Any change in the behavior of the learner. The change can be deliberate or unintentional, for
better or for worse, correct or incorrect and conscious or unconscious (Mayer, 2011; and Schunk,
2012 in Woolfolk, 2013)
 A process that brings together personal and environmental experiences and influences for
acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behavior and world
views (“Education,” n.d.)
 A relatively permanent change in behavior with behavior including both observable activity and
internal processes such as thinking, attitudes, and emotions (Burns, 1995).
 A relatively permanent influence on behavior, knowledge, and thinking skills that comes about
through experience. It is a long-term change in mental representations or associations as a
result of experience (Santrock, 2012)
The definition of learning covers the following elements:

a. It is a long-term change.
b. The change is brought about by experience.
c. It does not include changes that are physiological like maturation, mental illness, fatigue,
hunger or the like.
d. It involves mental representation or association, presumably, it has basis in the brain.
TYPES OF LEARNING
 Motor Learning. A form of learning for one to maintain and go through daily life activities.
Activities that involve motor coordination.
 Verbal Learning. Involves the use of spoken language as well as the communication devices
used. Signs, pictures, symbols, words, figures, sounds are tools used in such activities.
 Concept Learning. Learning which requires the use of higher-order mental processes like
thinking, reasoning, and analyzing. It involves two processes: abstraction and generalization.
 Discrimination Learning. Learning to differentiate between stimuli and responding
appropriately to these stimuli.
 Learning of Principles. It is learning principles related to science, mathematics, grammar and the
like. Principles show the relationship between two or more concepts, some examples of which
are formulas, laws, associations, correlations, and the like.
 Problem Solving. This is a higher-order thinking process. This learning requires the use of
cognitive abilities - such as thinking, reasoning, observation, imagination and generalization.
 Attitude Learning. Attitude is a predisposition which determines and predicts behavior. Learned
attitudes influence one’s behavior toward people, objects, things or idea (“Learning, Meaning,
Nature, Types and Theories of Learning,” n.d.).
LEARNING THEORY and LEARNER-CENTERED

● A learning theory is an organized set of principles explaining how individuals acquire, retain,
and recall knowledge.
● Learning theories try to explain how people learn and why they learn. They also try to explain
the phenomenon of learning - its nature, and the conditions under which learning best occurs.
("Educational Learning and Learning Theories," n. d.).
● Learner-centered is the perspective that focuses on individual learners – their heredity,
experiences, perspectives, background, talents, interests, capacities, and needs, with a focus on
learning - the best available knowledge about learning and how it occurs, and about teaching
practices that are most effective in promoting the highest levels of motivation, learning and
achievement for all learners.
LEARNER-CENTERED PRINCIPLES:
a. They pertain to the learner and the learning process.
b. They focus on psychological factors primarily internal and under the control of the learner.
c. They deal with external or contextual factors that interact with the internal factors.
d. They are seen as an organized set of principles; no principle to be viewed in isolation.
e. The principles are classified under cognitive, metacognitive, motivational, affective,
developmental, social, and individual difference factor related to learning.
f. These principles apply not only to all learners but to everybody involved in the educational
system, as for example, teachers, administrators, parents, staff and guidance counselors.
14 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCPP):

 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.
 Purpose: to conduct studies that could further enhance the current understanding of educators
on the nature of the learners about the teaching and learning process.
 End Goal: to improve the existing school practices so that learning becomes more meaningful to
all kinds of learners.
 Learner-centered psychological principles provide the bases for understanding better the
learner, and what learning is and should be (Workgroup of the American Psychological
Association Board of Educational Affairs, 1997 cited in Santrock, 2011).
 Learner-centered does not only refer to learner-characteristics, but also to the beliefs,
dispositions, and practices that are created by teachers.
COGNITIVE and METACOGNITIVE FACTORS (6):
COGNITIVE FACTORS (mind)

 Refer to the mental processes the learners undergo as they process information
METACOGNITIVE FACTORS (thinking about thinking)

 Concerns on the way learners think about their thinking as they engage in mental tasks
1. Nature of the Learning Process. Learning of complex subject matter is most effective when it is
an intentional process of constructing meaning from information and experience.
2. Goals of the Learning Process. The successful learner, over time, with support and guidance can
create meaningful, coherent representations of knowledge.
3. Construction of Knowledge. The learner can relate new information in meaningful ways.
4. Strategic Thinking. The learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex 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.
MOTIVATION and AFFECTIVE FACTORS (3):
MOTIVATIONAL FACTORS
 Concerns how the learners push themselves to learn and how they value learning.
AFFECTIVE FACTORS
 Relate to attitude, feelings, and emotions that learners put into the learning task
7. Motivational and Emotional Influences in Learning. What and how much is learned is
influenced by the learner’s level of motivation. Motivation to learn is in turn influenced by the
learner’s emotional states, beliefs, interests, goals and habits of thinking.
8. Intrinsic Motivation to Learn. Learning is 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 this motivation willingness to exert effort is unlikely,
unless coerced.
KINDS of MOTIVATION:
 Intrinsic – personally gratifying;
 Extrinsic – expects external rewards.
DEVELOPMENTAL and SOCIAL FACTORS (2):
 Together with individual differences, these factors are considered as critical factors in the
capacity of learners to engage in learning.
10. Developmental Influences on Learning. As individuals develop, they encounter different
opportunities and experiences, as well as constraints for learning. Learning is most effective when
differential development 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.
INDIVIDUAL DIFFERENCES FACTORS (3):

 Own individuality
12. Individual Differences in Learning. Learners have different strategies, approaches and
capabilities for learning that are a function of prior experience and heredity.
13. Learning and Diversity. Learning is most effective when differences in learners’ linguistic,
social, and cultural backgrounds are taken into account.
14. Standards and Assessment. Setting appropriately high and challenging standards and assessing
the learner and learning progress – including diagnostic and outcome assessment are integral
parts of the learning process.
KINDS OF ASSESSMENT:
 Formative (short-time)
 Summative (broad range like exams)

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FACILITATING LEARNER-CENTERED TEACHING (Educ04)

CHAPTER 1 – LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES(PRELIM)

The definition of learning covers the following elements:

LEARNING THEORY and LEARNER-CENTERED

14 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCPP):

COGNITIVE and METACOGNITIVE FACTORS (6):

COGNITIVE FACTORS (mind)

METACOGNITIVE FACTORS (thinking about thinking)

MOTIVATION and AFFECTIVE FACTORS (3):

INDIVIDUAL DIFFERENCES FACTORS (3):

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