The document outlines learner-centered psychological principles that highlight the importance of focusing on the learner in the educational process. It discusses cognitive, motivational, social, and individual differences factors that influence learning, emphasizing the need for appropriate instructional methods and environments. The principles aim to create a holistic and effective learning experience by addressing both internal psychological aspects and external contextual influences.

1. Learner-Centered
Psychological
Principles
(LCP)
mddecio@cpu.edu.ph
Corpus, B. et al., (2018).
Child and Adolescent Learners
and Learning Principles. OBE-PPST-Based.
Metro Manila. Lorimar Publishing.
Educ 1101

2. What is the
learner-centered
approach to
teaching?
The learner is the center of
instruction.
The world of instruction
revolves around the learner.

3. Cognitive and
Metacognitive Factors
( 6 Principles)
14 Learner-
Centered
Principles
Motivational and
Affective Factors
(3 Principles)
Individual
Differences Factors
(3 Principles)
Developmental and
Social Factors
(2 Principles)

4. 14 Learner-
Centered
Principles
Pertain to the learner and
the learning process.
Primarily focuses on psychological
factors (internal)
Acknowledges external environment
or contextual factors
Intended to be holistic in dealing
with learners in real-world situations

5. 1. Cognitive and Metacognitive Factors
( 6 Principles)
Cognitive
-Mental process
-Reasoning
-Remembering
-Encompasses
language,
perception,
imagination,
planning
Metacognitive
-Thinking about
one’s thinking
-processes used
to plan, monitor,
and assess
understanding of
one’s performance

6. 1. Nature of the Learning Process
-The learning of complex subject matter is most effective when it is an
intentional process of constructing meaning from information and experience.
- Habit formation in motor learning
- Learning in schools emphasizes
the use of intentional processes
- Successful learners are active,
goal-directed, self-regulating, and
assume personal responsibility, for
contributing to their own learning

7. 2. Goals of the Learning Process
-The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.
Student needs to be goal-oriented
Must generate and pursue personally
relevant goals

9. helpfulprofessor.com

10. 5.Thinking aboutThinking
- Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking
Successful learners reflect how they
think and learn, set reasonable goals,
select potentially appropriate
strategies, and monitor progress
They know what to do if a problem
occurs
Instructional methods should focus on
helping learners develop higher order
(metacognitive) strategies

11. 6. Context of Learning
- Learning is influenced by environmental factors, including culture,
technology, and instructional practices.
Educators play the interactive role
with both the learner and the learning
environment
Cultural or group influences
Technologies and instructional
practices must be developmentally
appropriate
Learning environment (classroom)

12. II. Motivational or Affective Factors
( 3 Principles)

13. 7. Motivational and Affective Factors
What and how much is learned is influenced by the learner’s motivation?
Motivation is influenced by the individual’s emotional states, beliefs, interests
and goals, and habits of thinking
Learner’s beliefs about self can
influence their motivation to learn
Positive emotions (curiosity) can
enhance motivation and facilitate
learning performance
Negative emotions (anxiety, panic,
rage, insecurity) contribute to low
performance in learning

14. 8. Intrinsic Motivation to Learn
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.
Curiosity, flexible thinking, creativity
(indicators of intrinsic motivation)
Tasks need to be comparable to
realistic situations
Educators need to support learner’s
natural curiosity and motivation to
learn

15. 9. Effects of Motivation on Effort
Acquisition of complex knowledge and skills requires extended learner
effort and guided practice.Without the learner’s motivation to learn, the
willingness to exert this effort is unlikely without coercion.
Effort as an indicator of motivation
to learn
Educators need to facilitate
motivation to enhance their effort
to learning

16. III. Developmental and Social Factors
( 2 Principles)

17. 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, emotional, and social domains is
taken into account.
Learning materials need to be
appropriate
Individual development varies
across domains
Awareness of developmental
differences can facilitate optimal
learning contexts.

18. 11. Social Influences on Learning
Learning is influenced by social interactions, interpersonal relations, and
communication with others
Collaborative learning on
instructional tasks
Learning strategies should allow
social interactions
Quality personal relationships
provide stability, trust, self-respect
Family support and positive learning
climate and

19. IV. Individual Differences Factors
( 2 Principles)

20. 12. Individual Differences in Learning
Learners have different strategies, approaches, and capabilities for learning
that are a function of prior experiences and heredity.
Individuals are born with and
develop their own capabilities and
talents
Learning and social acculturation
help learners acquire preferences in
terms of how they like to learn and
pace at
Educators need to be sensitive to
individual differences

21. 13. Learning and Diversity
Learning is most effective when differences in learners’ linguistic, cultural,
and social backgrounds are taken into account.
Language, ethnicity, race, beliefs, and
socioeconomic status influence
learning
When the learners perceive that
they are respected , levels of
motivation and achievement are
enhanced.

22. 14. Standards and Assessment
Setting appropriately high and challenging standards and assessing the
learner as well as learning progress – including diagnostics, process, and
outcome assessment – are integral parts of the learning process.
Assessment provides information.
Ongoing assessment provides
valuable feedback toward the goals
Standardized assessment of learner’s
progress provides information about
achievement levels

23. Performance Assessment provide
information about attainment of
learning outcomes
Self-assessment of learning progress
improves student’s self-appraisal
skills and enhance motivation ad
self-directed learning