Republic of the Philippines

SURIGAO STATE COLLEGE OF TECHNOLOGY

Narciso Street, Surigao City

COLLEGE OF TEACHER EDUCATION

TEACHER CERTIFICATE CURRICULUM
First Semester, AY 2021--2022

Hand Out in EDUC 1

Oral Reporter : MARGIE R. VICIO

Topic : Learner-Centered Psychological Principles (LCP)
Course Code : EDUC 1
Course Title : Child and Adolescent Development with FS 1
Class Schedule : Sunday ( 1:00 PM – 4:30 PM)
Course Credit : 4 Units
Date : October 10, 2021 Term : First Semester
Instructor : Robert Franz D. Bendanillo Email Address: resotamargie@gmail.com

I. Intended Learning Outcomes: At the end of the course, students should be able to:

1. Explain the fourteen (14) Learner-Centered Psychological Principles;

2. Advocate for the use of the 14 principles in the teaching-learning process; and
3. Identify ways on how to apply the 14 principles in instruction as a future educator.

II. Introduction

The learner is the center of instruction. The world of instruction revolves around the
learner. This topic introduces you the fourteen (14) learner-centered psychological principles
which will be used as a guide for the determination of appropriate pedagogy for the learners at
different life stages. An understanding of these principles within the teachers establishes a
framework for designing learner-centered practices at all levels of schooling.

III. Content Discussion

The learner-centered is 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 level of motivation,
learning, and achievement for all learners. This dual focus then informs and drives educational
decision making. Learner-centered is a reflection in practice of the Learner-Centered
Psychological Principles – in the programs, practices, policies, and people that support learning
for all.

Learner-Centered Psychological Principles is a representation of the current

knowledge base on learners and learning. These principles apply to all learners, in and outside
the school, young and old. 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 priciples, they:

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 Republic of the Philippines
SURIGAO STATE COLLEGE OF TECHNOLOGY
Narciso Street, Surigao City

• Include learners in decisions about how and what they learn and how that learning Is
assessed;
• Value each learner’s unique perspectives;
• Respect and accommodate individual differences in learners’ backgrounds, interests,
abilities, and experiences; and
• Treat learners as co-creators and partners in the teaching and learning process.

The Learner-Centered Psychological Principles were put together by the American

Psychological Association. These psychological principles focuses with learner and the learning
process. The fourteen (14) principles have the following aspects:

• They focus on psychological factors that are primarily the internal to and under the
control of the learner rather than the condition habits or physiological factors..
• Moreover, the principles attempt to acknowledge external environment or contextual
factors with the internal factors.
• The principles are intended to deal holistically with learners in the context of real-world
learning situation. (No principle should be viewed in isolation)
• The principles are divided into four (4) factors: Cognitive and Metacognitive,
Motivational and Affective, Developmental and Social, and Individual Differences.

1. Nature of the Learning Process

2. Goals of the Learning Process

1 Cognitive and Metacognitive

Factors
3.
4.
5.
Construction of Knowledge
Strategic Thinking
Thinking about Thinking
6. Context of Learning
7. Motivational and Emotional Influences on

2 Motivational and Affective

Factors
Learning
8. Intrinsic Motivation to Learn
9. Effects of Motivation on Effort

3 Developmental and Social

Factors
10. Developmental Influences on Learning
11. Social Influences on Learning

12. Individual Differences in Learning

4 Individual Differences
Factors
13. Learning and Diversity
14. Standards and Assessment

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO STATE COLLEGE OF TECHNOLOGY
Narciso Street, Surigao City

1. COGNITIVE AND METACOGNITIVE FACTORS

a. 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.
➢ The teacher should emphasize the use of intentional processes that students can
use to construct meaning from information, experiences, and their own thoughts and
beliefs.

b. Goals of the Learning Process

➢ The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representation of knowledge.
➢ The teacher can assist students to create meaningful learning goals that are
consistent with both personal and educational aspirations and interest.

c. Construction of Knowledge

➢ The successful learner can link new information with existing knowledge in
meaningful ways.
➢ The teacher should assist students in obtaining and integrating knowledge by using a
number of strategies that have been shown to be effective with his/her learners of
different capabilities, such as concept mapping and thematic organization or
categorizing.

d. Strategic Thinking

➢ The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
➢ The teacher should assist the students in developing, applying, and assessing their
strategic learning skills so that the learning outcomes can be enhanced.

e. Thinking about Thinking

➢ Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
➢ The teacher should use instructional methods that focus on helping students develop
these higher order (metacognitive) strategies to enhance student learning and
personal responsibility for learning.

f. Context of Learning

➢ Learning is influenced by environmental factors, including culture, technology, and

instructional practices.
➢ The teacher should use instructional methods that focus on helping learners develop
these higher order strategies to enhance learning and personal responsibility for
learning.

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO STATE COLLEGE OF TECHNOLOGY
Narciso Street, Surigao City

2. MOTIVATIONAL AND AFFECTIVE FACTORS

a. Motivational and Emotional Influences in Learning

➢ 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.
➢ The teacher should help students avoid intense negative emotions (e.g., anxiety,
panic, rage, insecurity) and related thoughts (e.g., worrying about competence,
ruminating about failure, fearing punishment, ridicule, or stigmatizing labels.)

b. 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 task of optimal novelty and
difficulty, relevant to personal interests and providing for personal choice and control.
➢ The teacher should encourage and support learners’ natural curiosity and motivation
to learn by attending to individual differences in learners’ perceptions of optimal
novelty and difficulty, relevance, and personal choice and control.

c. Effects of Motivation on Effort

➢ Acquisition of complex knowledge and skills requires extended learner effort and
guided practice. Without learner’s motivation to learn, the willingness to exert this
effort is unlikely without coercion.
➢ The teacher needs to be concerned with facilitating motivation by using strategies
that enhance learner effort and commitment to learning and to achieving high
standards of comprehension and understanding.

3. DEVELOPMENTAL AND SOCIAL FACTORS

a. Developmental Influences on Learning

➢ As individuals develops, 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.
➢ The teacher should be aware of and understand developmental differences among
students with and without emotional, physical, or intellectual disabilities, to fascilitate
the creation of optimal learning contexts.

b. Social Influences on Learning

➢ Learning is influenced by social interactions, interpersonal relations, and

communication with others.
➢ The teacher should allow interactive and collaborative instructional contexts to have
each student an opportunity for perspective taking and reflective thinking that may
lead to higher levels of cognitive, social and moral development, as well as self-
esteem.

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO STATE COLLEGE OF TECHNOLOGY
Narciso Street, Surigao City

4. INDIVIDUAL DIFFERENCES FACTORS

a. Individual Differences in Learning

➢ Learners have different strategies, approaches, and capabilities for learning that are
a function of higher experience and heredity.
➢ The teacher should help students examine their learning preferences and expand or
modify them, if necessary.

b. Learning and Diversity

➢ Learning is most effective when differences in learners’ linguistic, cultural, and social
backgrounds are taken into account.
➢ The teacher should pay attention carefully to these factors in the instructional setting
enhances the possibilities for designing and implementing appropriate learning
environments.

c. Standards and Assessment

➢ Setting appropriately high and challenging standards and assessing the learner as
well as the learning progress including diagnostic, process, and outcome
assessment are integral parts of the learning process.
➢ The teacher should use different types of assessment that will provide a clearer
picture of the student learning.

SUMMARY OF 14 LEARNING PRINCIPLES

(ALEXANDER AND MURPHY)

➢ One’s existing knowledge serves as foundation of all

future learning. The learner’s previous knowledge will
The Knowledge Base influence new learning specifically on how he/she
represents new information, make associations and
filters new experiences.
➢ Learners can develop skills to reflect and regulate their
Strategic Processing thoughts and behaviors in order to learn more effectively
and Control (metacognition).
➢ Factors such as intrinsic motivation (from within),
reasons for wanting to learn, personal goals, and
Motivation and Effect
enjoyment of learning tasks have a crucial role in the
learning process.
➢ Learning is unique journey for each individual because
Development and each student has his own unique combination of genetic
Individual Differences and environment factors that influence him/her.
➢ Learning happens in the context of a society as within an
Situation or Context individual.

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO STATE COLLEGE OF TECHNOLOGY
Narciso Street, Surigao City

IV. Post-Test

PART I: Instruction: Determine which factor/principle does each of the statement fall under.
Choose the letter of your choice and write it at the blank provided on the left side of the paper.

_________ 1. Teachers need to help students examine their learning preferences and expand
or modify them, if necessary.

a. Cognitive and Metacognitive Factors c. Developmental and Social Factors

b. Motivational and Affective Factors d. Individual Differences Factors

_________ 2. Early and continuing parental involvement in schooling, and the quality of
language interaction and two-way communications between adults and children can influence
these development areas.

a. Cognitive and Metacognitive Factors c. Developmental and Social Factors

b. Motivational and Affective Factors d. Individual Differences Factors

_________ 3. Teachers need to be concerned with fascilitating motivation by strategies that

enhance learner effort and commitment to learning and to achieving high standard of
comprehension and understanding.

a. Cognitive and Metacognitive Factors c. Developmental and Social Factors

b. Motivational and Affective Factors d. Individual Differences Factors

_________ 4. Higher order strategies for selecting and monitoring mental operations fascilitate
creative and critical thinking.

a. Cognitive and Metacognitive Factors c. Developmental and Social Factors

b. Motivational and Affective Factors d. Individual Differences Factors

_________ 5. Learning does not occur in vacuum. Teachers play a major interactive role with
both the learner and the learning environment.

a. Cognitive and Metacognitive Factors c. Developmental and Social Factors

b. Motivational and Affective Factors d. Individual Differences Factors

_________ 6. Which of the following terms refer to “Thinking about Thinking”?

a. Strategic Thinking c. Critical Thinking

b. Principle Thought d. Metacognition

_________ 7. Which refers to a motivation that is stimulated by tasks for optimal novelty and
difficulty, relevant to personal experiences, and providing for personal choice and control?

a. Intrinsic c. Positive Reinforcement

b. Extrinsic d. Negative Reinforcement

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO STATE COLLEGE OF TECHNOLOGY
Narciso Street, Surigao City

_________ 8. Which principle states that students have different strategies, approaches and
capabilities of learning?

a. Standards and Assessment c. Learning and Diversity

b. Individual Differences d. Developmental Influences on Learning

_________ 9. Which principle asserts that learning is influenced by environmental factors,

including culture, technology, and instructional practices?

a. Motivational and Emotional Influences c. Strategic Thinking

b. Context of Learning d. Knowledge Construction

_________ 10. Which principle state that learning is most effective when differential
development within and across physical, intellectual, emotional, and social domains is taken into
account?

a. Social Influences on Learning c. Intellectual Influences on Learning

b. Physical Influences on Learning d. Developmental Influences on Learning

PART II: Instruction: Write TRUE if the statement is correct. Write FALSE if the statement is
wrong. Write your answer at the blank provided on the left side of the paper.

_________ 1. The Learner-Centered Psychological Principles were put together by the African
Psychological Association.

_________ 2. The principles are divided into four (4) factors: Cognitive and Metacognitive,
Motivational and Affective, Developmental and Social, and Individual Differences.

_________ 3. The world of instruction revolves around the teacher.

_________ 4. Setting appropriately high and challenging standards and assessing the learner
as well as the learning progress are integral parts of the learning process.

_________ 5. Learning is unique journey for each individual because each student has his own
unique combination of genetic and environment factors that influence him/her.

_________ 6. The successful learner can link new information with existing knowledge in
meaningful ways.

_________ 7. The learning of complex subject matter is not effective when it is an intentional
process of constructing meaning from information and experience.

_________ 8. Learners can develop skills to reflect and regulate their thoughts and behaviors
in order to learn more effectively (metacognition).

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO STATE COLLEGE OF TECHNOLOGY
Narciso Street, Surigao City

_________ 9. The successful learner, over time and with support and instructional guidance,
cannot create meaningful, coherent representation of knowledge.

_________ 10. Acquisition of complex knowledge and skills requires extended learner effort
and guided practice.

V. References:

• AUXILIO-BESMONTE, N. (n.d.). "PROF-ED-1-LECTURE-1-LEARNER-CENTERED-PRINCIPLES". Retrieved

from 2021 Scribd Inc.: https://www.scribd.com/doc/449835937

• Corpuz, e. (2018). The Child and Adolescent Learners and Learning Principles . Lorimar Publishing Inc.

• McCombs, B. L. (2000). Assessing the Role of Educational Technology in the Teaching and Learning
Process: A Learner-Centered Perspective. Secretary's Conference on Educational Technology.
University of Denver Research Institute.

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph