- The document outlines 14 learner-centered psychological principles developed by the American Psychological Association to guide effective teaching and learning. The principles cover cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, and individual difference factors. They emphasize that learning is most effective when the learner is at the center and instruction is tailored to an individual's background, interests and abilities. Educators can help learners set meaningful goals, acquire and integrate knowledge through effective strategies, and develop metacognitive skills to enhance self-directed learning. Factors like motivation, development, diversity and the learning environment also influence the teaching and learning process.

1. Lesson 2
The Learner-Centered
Psychological Principles(LCP)
Reporter:
Ablanida, Mila
Ali, Johaina

2. What to Expect
Objectives:
At the end of the lesson the students can:
• identify and explain the 14 learner-centered
psychological principles;
• advocate the use of these principles in the teaching-
learning process;
and
• discuss the factors affecting the teaching-learning
process.

3. Lesson Outline
• The learner is considered as the center of instruction and the
world of instruction is said to revolve around them. By "Learner
centered" we mean the perspective that couples a focus on
individual learners - their heredity, experiences, perspectives,
backgrounds, 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. This definition of learner-
centered is thus based on an understanding of the Learner-
Centered Psychological Principles as a representation of the
current knowledge base on learners and learning. The principles
apply to all learners, in and outside of school, young and old.

4. • Learner-centered is also related to the beliefs,
characteristics, dispositions, and practices of
teachers - practices primarily created by the teacher.
When teachers and their practices function from an
understanding of the knowledge base delineated in
the principles, they (a) include learners in decisions
about how and what they learn and how that
learning is assessed; (b) value each learner's unique
perspectives; (c) respect and accommodate
individual differences in learners' backgrounds,
interests, abilities, and experiences; and (d) treat
learners as co-creators and partners in the teaching
and learning process.

5. • The 14 LCPs were put together by the American
Psychological Association and pertain to the learner and
the teaching-learning process. It is focused on the
psychological factors that are internal to and under the
control of the learner rather than conditioned
habpsychologicalfactors factors. However, the principles
also attempt to acknowledge external environment or
contextual factors that interact with these internal
factors. The principles are intended to deal holistically
with learners in the context of the real world learning
situations. Thus, they are best understood as an
organized set of principles; no principle must be viewed
in isolation.

6. The 14 learner-centered principles are
categorized into four domains namely the:
• Cognitive and Metacognitive Factors
• Motivational and Affective Factors
• Developmental and Social Factors
• Individual Difference Factors

7. COGNITIVE AND METACOGNITIVE FACTORS
1. Nature of Learning Process
The 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 and with
support and instructional guidance, can create
meaningful, coherent representations of
knowledge.

8. 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.
4. Strategic Thinking
The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex learning
goals. Successful learners use in their approach to learning
reasoning, problem solving, and concept learning.
COGNITIVE AND METACOGNITIVE FACTORS

9. 5. Thinking about thinking
Successful learners can reflect on how they think and
learn, set reasonable learning or performances goals,
select potentially appropriate learning strategies or
methods, and monitor their progress towards
thesegoals.
6. Context of Learning
Learning is influenced by environmental factors,
including culture,technology and instructional
practices.
COGNITIVE AND METACOGNITIVE FACTORS

10. 7. Motivational and emotional influences on learning
The rich internal world of thoughts, beliefs, goals, and expectation for
success or failure can enhance or interfere with the learner‘s quality of
thinking and information processing.
8. Intrinsic 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.
9. Effects of motivation on effort
Effort is another major indicator of motivation to learn. The acquisition
of complex knowledge and skills demands the investment of
considerable learner energy and strategic effort, along with persistence
over time.
MOTIVATIONAL AND EFFECTIVE FACTOR

11. 10. Developmental influences on learning
Learning is most effective when differential
developmental with in and across physical, intellectual,
emotional, and social domains is taken into account.
Individuals learn best when material is appropriate to
their developmental level and is presented in an
enjoyable and interesting way.
11. Social influences on learning
Learning can be enhanced when the learner has an
opportunity tt interact and to collaborate with others on
instructional tasks.
DEVELOPMENTAL AND SOCIAL FACTOR

12. 12. Individual differences in learning
Individuals are born with and develop their own
capabilities and talents. Educators need to help
students examine their learning preferences and
expand or modify them, if necessary.
13. Learning and diversity
The same basic principles of learning, motivation,
and effective instruction apply to all learners.
INDIVIDUAL DIFFERENCES FACTOR

13. 14. Standards and assessment
Assessment provides important information to both the
learner and teacher at all stages of the learning process.
• Alexander and Murphy gave a summary of the 14
principles and distilled them into five areas:
1. The knowledge base - One‘s knowledge serves as the
foundation of all future learning.
2. Strategic processing and control - Learners can
develop skills to reflect and regulate their thoughts and
behaviors in order to learn more effectively.
INDIVIDUAL DIFFERENCES FACTOR

14. 3. Motivation and effect - Factors such as intrinsic
motivation, reasons for wanting to learn, personal goals
and enjoyment of learning tasks all have a crucial role
in the learning process.
4. Development and Individual Differences - Learning is
a unique journey for each person because each learner
has his own unique combination of genetic and
environmental factors that influence him.
5. Situation or context - Learning happens in the
context of a society as well as within an individual.
INDIVIDUAL DIFFERENCES FACTOR

15. IMPORTANT FACTORS AFFECTING THE
TEACHING-LEARNING PROCESS
It has been found out that the pupil‘s difficulty in
learning may be due to many factors within the
child himself. Among these factors to consider
are the:

16. 1. Intellectual Factor
The term refers to the individual mental level. Success in school is generally
closely related to level of the intellect. Pupils with low intelligence often
encounter serious difficulty in mastering schoolwork. Sometimes pupils do not
learn because of special intellectual disabilities.
2. Learning Factors
Factors owing to lack of mastery of what has been taught, faulty methods of
work or study, and narrowness of experimental background may affect the
learning process of any pupil. If the school proceeds too rapidly and does not
constantly check up on the extent to which the pupil is mastering what is
being taught, the pupil accumulates a number of deficiencies that interfere
with successful progress.
IMPORTANT FACTORS AFFECTING THE
TEACHING-LEARNING PROCESS

17. 3. Physical Factors
Under this group are included such factors as health, physical
development, nutrition, visual and physical defects, and
glandularabnormality. It is generally recognized that ill health
retards physical and motor development, and malnutrition
interferes with learning and physical growth.
4. Mental Factors
Attitude falls under mental factors attitudes are made up of
organic and kinesthetic elements. They are not to be confused
with emotions that are characterized by internal visceral
disturbances. Attitudes are more or less of
definite sort.
IMPORTANT FACTORS AFFECTING THE
TEACHING-LEARNING PROCESS

18. 5. Emotional and Social Factors
Personal factors, such as instincts and emotions, and social factors,
such as cooperation and rivalry, are directly related to a complex
psychologyof motivation. It is a recognized fact that the various
responses of the individual to various kinds of stimuli are
determined by a wide variety oftendencies.
6. Teacher’s Personality
The teacher as an individual personality is an important element in
the learning environment or in the failures and success of the
learner. The way in which his personality interacts with the
personalities of the pupils being taught helps to determine the kind
of behavior which emerges from the learning situation.
IMPORTANT FACTORS AFFECTING THE
TEACHING-LEARNING PROCESS

19. 7. Environmental Factor
Physical conditions needed for learning is under
environmental factor. One of the factors that affect
the efficiency of learning is the condition in which
learning takes place. This includes the classrooms,
textbooks, equipment, school supplies, and other
instructional materials. In the school and at the
home, the conditions for learning must be
favorable and adequate if teachingis to produce
the desired results.
IMPORTANT FACTORS AFFECTING THE
TEACHING-LEARNING PROCESS

20. SUMMARY
• Finally, the principles are intended to apply to all
learners ranging from children to teachers, to
administrators, to parents, and to the community
members involved in the educational system.
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.

21. SUMMARY
 Educators can assist learners in creating meaningful
learning goals that are consistent with both personal
and educational aspirations and interests. They can
assist learners in acquiring and integrating knowledge by
a number of strategies that have been shown to be
effective with learners of varying abilities such as
concept mapping and thematic organization or
categorizing. They can also encourage and support
learner‘s natural curiosity and motivation to learn by
attending to individual differences in learner‘s
perceptions of optimal novelty and difficulty, relevance,
and personal choice and control. Educators should also
help students to examine their learning preferences and
expand or modify them, if necessary.

22. • It is believed that successful learners use strategic thinking in
their approach to learning, reasoning, problem-solving, and
concept learning. They can reflect on how they think and learn,
set reasonable learning or performance goals, select potentially
appropriate learning strategies or methods, and monitor their
progress toward these goals.
• Instructional methods that focus on the learners develop
metacognitive strategies that can enhance student learning and
personal responsibility for learning. Effective strategies include
purposeful learning activities, guided by practices that enhance a
positive emotions and intrinsic motivation to learn, and methods
that increase learner‘s perceptions that a task is interesting and
personally relevant. Technologies and instructional practices must
be appropriate for learner‘s level of prior knowledge, cognitive
abilities, and their learning and thinking strategies.
SUMMARY

23. • Self-assessments of learning progress can also
improve students‘ selfappraisal skills and enhance
motivation and self-directed learning. Alexander
and Murphy gave a summary of the 14 principles
and distilled them into five areas namely:
1. The knowledge base
2. Strategic processing and control
3. Motivation and effect
4. Development and individual differences
5. Situation or context
SUMMARY

24. THANK YOU
AND
GODBLESS!!!
😊😇😁