EDUC 121 The Child and Adolescent Learners & Learning Principles

MODULES
IN
THE CHILD AND
ADOLESCENT
LEARNERS & LEARNING
PRINCIPLES
 TABLE OF CONTENTS

OBE Syllable………………………………………………………………. i
Module 1……………………………………………………………………. 3
Module 2 …………………………………………………………………… 10
Module 3 …………………………………………………………………… 15
Module 4 …………………………………………………………………… 19
Module 5 …………………………………………………………………… 29
Module 6 …………………………………………………………………… 34
Module 7 …………………………………………………………………… 41
Module 8 …………………………………………………………………… 59
Module 9 …………………………………………………………………… 64
Module 10 ………………………………………………………………… 70
Module 11 …………………………………………………………………. 77
Module 12 …………………………………………………………………… 90
Module 13 …………………………………………………………………… 104
Module 14 …………………………………………………………………… 113
Module 15 …………………………………………………………………… 125
Module 16 …………………………………………………………………… 136
Module17 …………………………………………………………………… 153
Module 18 ………………………………………………………………….. 167
Module 19 …………………………………………………………………… 172
Module 20 …………………………………………………………………… 176
Module 21 …………………………………………………………………… 182
Module 22 …………………………………………………………………… 186
Module 23 …………………………………………………………………… 192
Module 24 …………………………………………………………………… 197
Module 25 …………………………………………………………………… 206
Module 26 …………………………………………………………………… 216
Module 27 ……………………………………………………………………. 221
 MODULE 1
Learner- Centered Psychological
Principles (LCP)

Introduction
 The learner is the center of instructions. The world of instruction
revolves around the leaner. This module introduces you to the fourteen (14)
learner-centered principles which shall be used throughout this book as a
guide in determining appropriate pedagogy for learners at different life stages.

Learning Outcomes

At the end of this Module, the students should be able to:

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

Time Frame

1 week or 3 hours

Materials Needed

LCD projector or power point presentation

Computer

Teaching and Learning Activities

Do this activity you before you read the Learner-Centered Principles.

1. Examine the title “Learner-Centered Principles.” Quickly, jot down at least ten (10)
words that come to your mind.
2. Go back to each word and write phrases about why you think the word can be
associated with LCP.
3. Form group of three members each. Share your responses Summarize your group’s
responses.

We think that Learner-Centered Principles focus on __________________________________

_____________________________________________________________________________________
_______________________________________________________________________________.

Lesson Proper

LEARNNER-CENTERED PSYCHOLOGICAL PRINCIPLES

 The Learner-Centered Psychological Principles were put together by the
American Psychological Association. The following 14 psychological principles
pertain to the learner and the learning process. The 14 principles have the
following aspects:
 They focus on psychological factors that are primarily internal to and
under the control of the learner rather than conditioned habits or
physiological 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 real-world learning situations. Thus, they are best understood
as an organized set of principles; no principle should be viewed in
isolation.
 The 14 principles are divided into those referring to (1) cognitive and
metacognitive, (2) motivational and affective, (3) developmental and
social, and (4) individual difference factors influencing learners and
learning.
 Finally, the principles are intended to apply to all learners –from
children, to teachers, to administrators, to parents, and to community
members involved in our educational system.

Cognitive and Metacognitive Factors

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.

2. Goals of the learning process

The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.

3. Construction of knowledge
The successful learner can link new information with existing knowledge
in meaningful ways.

4. Strategic thinking
The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

5. Thinking about thinking

Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.

6. Context of learning
 Learning is influenced by environmental factors, including culture,
technology, and instructional practices.

Motivational and Affective factors

7. Motivational and emotional influences on 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.

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.

9. Effect 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.

Developmental and social factors

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.

11. Social influenced o learning

Learning is influenced by social interactions, interpersonal relations, and
communication with others.

Individual Differences Factors

12. Individual differences in learning

Learning have different strategies, approaches, and capabilities for
learning that are a function of prior experience and heredity.

13. Learning and diversity

Learning is most effective when differences in learning linguistic,
cultural, and social backgrounds are taken into account.
14. Standards and assessment
Setting appropriately high and challenging standards and assessing the
learner as well as learning progress- including diagnostic, process, and
outcome assessment- are integral parts of the learning process
Evaluation

I. Put a / check before a correct statement an x before a wrong one. If you put
x, explain why.

_____ 1. Learning has same strategies, approaches, and capabilities for learning
that are a function of prior experience and heredity.
______ 2. Learning is influenced by social interactions.
______ 3. Learning is most effective when we disregard the differences in
learning linguistic, cultural, and social backgrounds.
______ 4. Acquisition of complex knowledge and skills will be learnered by the
students from the teacher instructions.
______ 5. Learning is influenced by environmental factors, including culture,
technology, and instructional practices.

II. Reflection. From the module on Learner-Centered Psychological Principles, I

realized that ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.