This document discusses principles of learner-centered teaching and learning. It covers cognitive and metacognitive factors like the nature of learning processes, goals of learning, and knowledge construction. It also discusses motivational and affective factors such as intrinsic motivation and the effects of motivation on effort. Additionally, it outlines individual differences factors, developmental and social influences on learning, and how the context of learning can impact the learning process. Research studies highlighted found that learner-centered teaching had a significant positive impact on students' learning outcomes and development of learning skills and strategies.

1. Demonstrate an Understanding
of Learner Centered Principles
Presented by
Rakchhya Uprety and Katrina Sookraj

3. A.Cognitive and Metacognitive
Factors

4. 1. Nature of the Learning Process
- Learning of a complex subject matter is most effective when it is an intentional process
of constructing meaning from information and learning experience.
- There are different types of learning processes (Habit formation, Motor learning,
Learning that involves the generation of knowledge or cognitive skills)
- Successful learners are:
1. Active
2. Goal-directed
3. Self-regulating
4. Assume responsibility for their own learning

5. 2. Goals of the Learning Process
- The successful learner, over time and with support and instructional guidance, can create meaningful
and coherent representations of knowledge.
- The strategic nature of learning requires students to be goal-directed ( Personally relevant goals)
- Educators can assist studentsin creating meaningful learning goals.

6. 3.Construction of knowledge
- The successful learner can link new information with existing knowledge in meaningful ways.
- It is more valuable than reproducing information.
- Bridge the gap between new information and experiences and their existing knowledge.
- ESSENTIALS FOR KNOWLEDGE CONSTRUCTION
1. Previous knowledge
2. Background and environment of learner
3. Hands-on experience

7. 4. Strategic Thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complexlearning goals.
- Strategic thinking skills are any skills that enable you to use critical thinking to solve complex
problems and answer a particular question.
- The successful learner can use strategic thinking in their approach to learning, reasoning, problem
solving and concept learning.
- They understand that a variety of strategies can be used to help them reach their learning and
performance goals and apply their knowledge in novel situations.

8. 5.Thinking about thinking (Metacognition)
Higher order strategiesfor selectingandmonitoringmental operationsfacilitate
creative andcritical thinking.
-Successfullearnerscan reflect on howthey thinkandlearn, set reasonablelearningor
performancesgoals, select potentially appropriatelearningstrategiesor methods, and
monitortheir progresstowardsthese goals.
- Successful learnersknowwhatto do if a problemoccursor if they are not making
sufficient or timelyprogresstowardsa goal.
- They can generatealternativemethodsto reachtheir goal or reassessthe goal itself.

10. 6.Context of learning
Learningis influencedbyenvironmentalfactors, includingculture, technology, andinstructional
practices.
The contextual approach recognizes that: Learning is a complex, multi-faceted process that goes beyond
drill-oriented, stimulus-and-response methodologies
-Teachershave a major interactive role to play with the learner and learner environment.
- Orientation towards learning, motivation to learn and ways of thinking are impacted culturally.

11. Context is “a multilevel body of factors in which learning and
performance are embedded”
Tessmer, M. & Richey, R.C. (1997). The Role of Context in Learning and Instructional Design. Educational
Technology Research and Development, 45(2), 85-115. Retrieved October 31, 2023 from
https://www.learntechlib.org/p/165000/.

12. B. Motivational and Affective
Factors

13. 1.Motivational and emotional influences on learning
What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is influenced by the
individual's emotional states, beliefs, interests and goals, and habits of thinking.
- Positive emotions, such as curiosity, generally enhance motivation and facilitate learning and performance
-Negative emotionslike anxiety, panic, rage, insecurity and related thoughts (worrying about competence,
ruminating about failure, fearing punishment, ridicule, or stigmatizing labels) generally detract from motivation,
interfere with learning, and contribute to low performance.

14. 2. 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.
-Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control.
-It describes a situation where the energy to act comes more from inside the learner. In other words,
the reward is the activity itself.
-Intrinsic motivation involves teachers providing choice, enabling students to set goals and
investigate their interests and curiosities.

15. 3. Effects of motivation on effort
Acquisition of complex knowledge and skills requiresextended learner effort and guided practice.
Without learners' motivation to learn, the willingnessto exert this effort is unlikely without coercion.
Effort is another major indicator of motivation to learn.
-Motivation raises the amount of effort and energy that studentsdevote in activities directly
related to their needs and goals.
-It defines whether they chase a task enthusiastically and committedly or lazily and
unenthusiastically
-Motivation affectswhat students pay attention to and how efficiently they practise it.

16. C. Individual Differences
Factors

17. 1. Individual difference in learning
Learnershave different strategies, approaches and capabilities for learning that are a
function of prior experience and heredity.
- Studentsdiffer in many ways- prior knowledge, ability, conceptions of learning,
learning styles and strategies, interest, motivation, emotion, socio-environmental
factors
- Embracing the uniqueness and individual skillsand talents.
- Understandingand beingsensitiveof differences to be able to focus on similaritiesand
learnhowto learnfromourdifferences.

18. 2. Learning and diversity
Learning is most effective when differences in learners’ linguistic, cultural
and social backgrounds are taken into account.
-Toooftenstudentindividualityis lostbecauseof the pushto assess everyonethe
sameway
-Whenlearnersperceivethat their individual differencesare valued, respected and
accommodated in learning, levelsof motivationand achievement are enhanced.

19. 3. Standards and Assessment
The learning environment operates with clarity of expectationsusing assessment strategies consistent with
these expectations; there is a strong emphasis on formative feedback to support learning (Dumont, Istance&
Benavides,p. 6).
- Be very clear about what is expected, what learners are doing, and why.
- Toooftenpeoplebelievethat their intelligenceis a directreflectionon howwell theydo in school.
Benavides, Hanna Dumont and David Istance and Francisco. “The nature of learning : using research to inspire practice.” (2010).

20. D. Developmental and Social
Factors

21. 1. Social Influences on learning
Learningis influencedby social interactions, interpersonal relationships and communication with
others.
-“Thelearningenvironment is foundedon thesocial natureof learningandactivelyencourageswell-
organizedco-operativelearning” (Dumont, Istance& Benavides,p. 6)
-Students learneffectivelythroughtheir peers.
-Byincorporatingthe social natureof learning,the classroomwill be a placeof:
● Groupsuccess
● Team-building
● Shares ideas,values,cultureandopinions
● Growth for students to be able to learn how to use their social skills and development for
students who are timid or shy in social situation.
Benavides, Hanna Dumont and David Istance and Francisco. “The nature of learning : using research to inspire practice.” (2010).

22. 2.Developmental influences on learning
As individualsdevelop, thereare differentopportunities and constraintsfor learning.Learningis mosteffective
whendifferential developmentwithinand across physical,intellectual,emotional and social domains is takeninto
account.
-Individuals learnbestwhenmaterial is appropriateto their developmental level and is presented in an enjoyable
and interestingway.
- Awareness and understandingof developmental differencesamongchildrenwithand withoutemotional, physical,
or intellectualdisabilities,can facilitatethecreationof optimallearningcontexts.
As a childdevelops, he/she willexperience different prospects as well as limitationsin his learning. When teaching,
we need to take intoaccount different forms of development – includingphysical, cognitive, and social– in order to
ensureour students learn as muchas possible.

23. -Thisstudywas conducted to all Englishteachers and select FirstYearto FourthYearhighschool students.It madeuse of purposive
sampling. Therewere10 teachersand 900 students considered as respondents of thisstudy.
-StudyFindings:
Theeffectof learner-centered teaching on thestudents’ learningoutcomes washighlysignificant. The learner-centered approachis
justaptfor students to makethemlearnby doing.
-Thus,therewas a highimpactof learner-centered teachingto thelearningskillsand strategiesof thestudents.
-Thismeansthatthemorelearner-centeredteachingskills implementedin thedeliveryof curriculumand instructionthe more
learningskills and strategies will be developed.
-Thisimpliesthatthelearner-centered strategiesof the teachershavean impact on thedevelopmentof thelearningskillsand
strategies of thestudents.
Dano-Hinosolango, and Vedua-Dinagsao. “The Impact of Learner-Centered Teaching on Students’ Learning Skills and Strategie.”
Nternational Journal for Cross-Disciplinary Subjects in Education (IJCDSE), vol. 4, no. 4, 5 Dec. 2014.

24. How to make learner-centered teaching effective?
- Learner-centered teaching - obligated by the government in Indonesia since 2013
- Not effective- since teachers lacked creativity, responsibility and knowledge.
- To find out teacher’s efforts and their roles in implementing learner-centered teaching effectively.

25. How to make learner-centered teaching effective?
1) Let the students do the hard messy work of learning because they are not passive recipients of
knowledge
2) Give autonomy and responsibility to students for material they learn and their own learning in
general
3) Use highly engagingcore content that meets the needs of the students
4) Give feedback to help students to improve
5) Utilize multiple teachingtechniques appropriate for student learning goals
Darsih, E. (2018). Learner-centered learning: What makes it effective. Indonesian EFL Journal, 4(1), 33-42. DOI: 10.25134/ieflj.v4i1.796

26. Thank you!
Questions?