Learner

- the center of instruction

- The world of instruction revolves around the learner.

Cognitive and Motivational and

Metacognitive Affective Factors
Factor (6 Principles) (3 Principles)

14 Learner-Centered
Principles

Developmental Individual
and Social Factors Differences
(2 Principles) Factors (3

Learner-Centered Principles were put together by the American Psychological Association.

Learner-Centered Principles
Cognitive and metacognitive factors
This domain refers to thought processes (i.e., cognitive factors) involved in learning as well as
the strategies students use to learn and their reflections about their thought processes (i.e.,
metacognitive factors). The Learner-Centered Principles indicate that the learning process,
particularly for complex material, is most effective when students intentionally construct
meaning from information and experience, are provided support and guidance over time to
construct coherent representations of knowledge, can link new knowledge with existing
knowledge in meaningful ways, and can use and develop various learning strategies. In addition,
the Learner-Centered Principles indicate that learning is influenced by various environmental
factors such as culture, technology, and instructional or facilitator practices.
 Principle 1: Nature of the learning process
o The learning of complex subject matter is most effective when it is an
intentional process of constructing meaning from information and
experience.
 Principle 2: Goals of the learning process
o The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.
  Principle 3: Construction of knowledge
o The successful learner can link new information with existing knowledge
in meaningful ways.
 Principle 4: Strategic thinking
o The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals
 Principle 5: Thinking about thinking
o Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.
 Principle 6: Context of learning
o Learning is influenced by environmental factors, including culture,
technology, and instructional practices.
Motivational and affective factors
This domain refers to students' effort and engagement while learning (i.e., motivational factors)
and emotional states, beliefs, and interests (i.e., affective factors) that influence learning. The
Learner-Centered Principles indicate that students' motivation to learn is natural when they
perceive the context to be supportive and the content to be meaningful and relevant. Enhancing
this motivation is necessary for learning and student motivation impacts what and how much is
learned. In addition, students' affect (i.e., emotional states, beliefs, and interests) influences their
motivation and tasks that are of optimal novelty and difficulty, are relevant to personal interests,
and provide personal choice and control enhance students' intrinsic motivation.
 Principle 7: Motivational and emotional influences on learning
o What and how much is learned is influenced by the learner’s motivation.
Motivation to learn, in turn, is influenced by the individual’s emotional
states, beliefs, interests and goals, and habits of thinking.
 Principle 8: Intrinsic motivation to learn
o 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.
 Principle 9: Effects of motivation on effort
o Acquisition of complex knowledge and skills requires extended learner
effort and guided practice. Without learners’ motivation to learn, the
willingness to exert this effort is unlikely without coercion.
Developmental and social factors
This domain refers to students’ previous experiences and learning readiness (i.e., developmental
factors) as well as interpersonal relations between and among students and teachers or facilitators
(i.e., social factors) that affect current learning. According to the principles in this domain,
students have different previous learning experiences and opportunities and are at different
developmental levels in the intellectual, emotional, physical, and social development. Activities
that account for these differences between and within students are more effective. Furthermore,
learning is influenced by students’ positive interactions and personal relationships with other
students and relevant adults.
 Principle 10: Developmental influence on learning
o As individuals develop, they encounter different opportunities and
experience different constraints for learning. Learning is most effective
when differential development within and across physical, intellectual,
emotional, and social domains is taken into account.
 Principle 11: Social influences on learning
o Learning is influenced by social interactions, interpersonal relations, and
communication with others.
Individual differences factors
This domain refers to the differences between and within students (i.e., individual-differences)
that influence learning. The Learner-Centered Principles indicate that individual students have
different strategies and skills for learning based on their backgrounds and prior learning
experiences. Instructional practices that account for these differences in strategies and skills as
well as differences in culture and background are more effective. In addition, setting standards
and expectations that are appropriately high for individual students and assessing students on
their progress towards achieving those standards are integral to learning.
 Principle 12: Individual differences in learning
o Learners have different strategies, approaches, and capabilities for
learning that are a function of prior experience and heredity.
 Principle 13: Learning and diversity
o Learning is most effective when differences in learners’ linguistic,
cultural, and social backgrounds are taken into account.
 Principle 14: Standards and assessment
o Setting appropriately high and challenging standards and assessing the
learner and learning progress – including diagnostic, process, and
outcome assessment – are integral parts of the learning process.