SUBJECT: PROF ED 105

Course: BSED FIL 1A

Instructor: Ms. Jennifer L. Lambino

UNIT 2
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
I. OBJECTIVES
At the end of the Module, the students could:

1. Provide a framework for developing and incorporating the components of new

designs for schooling.
2. Differentiate the 14 different learner-centered psychological principles.
3. Discuss the learner-centered psychological principles.

II. TOPIC

A. Cognitive and Metacognitive Factors

1. Nature of the learning process.
2. Goals of the learning process.
3. Construction of knowledge
4. Strategic thinking
5. Thinking about thinking
6. Context of learning

B. Motivational and Affective Factors

1. Motivational emotional influences on learning
2. Intrinsic motivation to learn
3. Effects of motivation on effort

C. Developmental and Social Factors

1. Developmental influences on learning.
2. Social influences on learning.

D. Individual Differences
1. Multiple Intelligences
2. Learners with exceptionalities
3. Learning and diversity
4. Standards and assessment

E. Legal and Policy Frameworks and Learner-centered Teaching

- RA 10533
- K-to-12 Framework
 III. CONTENT
A. LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
1. Definition
2. Principles

Learner-centered Psychological Principles

 They focus on psychological factors that are primarily internal to and under the
control of the learner rather than conditioned habits or physiological factors.
 The 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. Learner-centered is also related to
the beliefs, characteristics, dispositions, and practices of teachers - practices
primarily created by the teacher.

The 14 principles are divided into those referring to:

Cognitive and metacognitive

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).

Motivational and affective

The affective-motivational aspects include emotions related to a specific
situation or interest and motivation related to a task or subject matter.
Therefore, those can be the value connected or assigned to a subject or task,
the experienced enjoyment, or the intrinsic motivation to engage in this task
or situation

Developmental and social

The conditions and variables that influence emotional, intellectual, social, and
physical development from conception to maturity.
Examples include parental attitudes and stimulation, peer relationships,
learning experiences, recreational activities, and hereditary predispositions.

Individual difference factors

Individual differences are found in all psychological characteristics physical
mental abilities, knowledge, habit, personality and character traits.Perhaps
the first task of every teacher in a class should be to know and study
individual differences among his pupils.
COGNITIVE AND METACOGNITIVE FACTOR

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. There are different types of learning processes, for example,
habit formation in motor learning; and learning that involves the generation
of knowledge, or cognitive skills and learning strategies. 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. The principles set forth in this document focus on this type of
learning.

2. Goals of the Learning Process

 The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.
The strategic nature of learning requires students to be goal directed. To
construct useful representations of knowledge and to acquire the thinking
and learning strategies necessary for continued learning success across
the life span, students must generate and pursue personally relevant
goals. Initially, students' short-term goals and learning may be sketchy in
an area, but over time their understanding can be refined by filling gaps,
resolving inconsistencies, and deepening their understanding of the
subject matter so that they can reach longer-term goals

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. The nature of these links can take a variety of forms,
such as adding to, modifying, or reorganizing existing knowledge or skills.
How these links are made or develop may vary in different subject areas,
and among students with varying talents, interests, and abilities. However,
unless new knowledge becomes integrated with the learner's prior
knowledge and understanding, this new knowledge remains isolated,
cannot be used most effectively in new tasks, and does not transfer
readily to new situations.

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 strategic thinking in their approach to learning, reasoning,
problem solving, and concept learning. They understand and can use a
variety of strategies to help them reach learning and performance goals,
and to apply their knowledge in novel situations. They also continue to
expand their repertoire of strategies by reflecting on the methods they use
to see which work well for them, by receiving guided instruction and
feedback, and by observing or interacting with appropriate models.
 Learning outcomes can be enhanced if educators assist learners in
developing, applying, and assessing their strategic learning skills.

5. Thinking about thinking

 Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking. Successful learners 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. In addition, successful learners know
what to do if a problem occurs or if they are not making sufficient or timely
progress toward a goal. They can generate alternative methods to reach
their goal (or reassess the appropriateness and utility of the goal).
Instructional methods that focus on helping learners develop these higher
order (metacognitive) strategies can enhance student learning and
personal responsibility for learning.

6. Context of Learning
 Learning is influenced by environmental factors, including culture,
technology, and instructional practices. Learning does not occur in a
vacuum. Teachers a major interactive role with both the learner and the
learning environment. Cultural or group influences on students can impact
many educationally relevant variables, such as motivation, orientation
toward learning, and ways of thinking. Technologies and instructional
practices must be appropriate for learners' level of prior knowledge,
cognitive abilities, and their learning and thinking strategies. The
classroom environment, particularly the degree to which it is nurturing or
not, can also have significant impacts on student learning.

MOTIVATIONAL AND AFFECTIVE FACTOR

7. 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.
 The rich internal world of thoughts, beliefs, goals, and expectations for
success or failure can enhance or interfere the learner's quality of thinking
and information processing. Motivational and emotional factors also
influence both the quality of thinking and information processing as well as
an individual's motivation to learn. Positive emotions, such as curiosity,
generally enhance motivation and facilitate learning and performance. Mild
anxiety can also enhance learning and performance by focusing the
learner's attention on a particular task. However, 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) generally detract from motivation, interfere
with learning, and contribute to low performance.

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 task
 of optimal novelty and difficulty, relevant to personal interests, and
providing for personal choice and control.
 Curiosity, flexible and insightful thinking, and creativity are major indicators
of the learners' intrinsic motivation to learn, which is in large part a function
of meeting basic needs to be competent and to exercise personal control.
Intrinsic motivation is facilitated on tasks that learners perceive as
interesting and personally relevant and meaningful, appropriate in
complexity and difficulty to the learners' abilities, and on which they
believe they can succeed. Intrinsic motivation is also facilitated on tasks
that are comparable to real-world situations and meet needs for choice
and control.

9. Effects of motivation on effort

 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.
 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.
Educators need to be concerned with facilitating motivation by strategies
that enhance learner effort and commitment to learning and to achieving
high standards of comprehension and understanding. Effective strategies
include purposeful learning activities, guided by practices that enhance
positive emotions and intrinsic motivation to learn, and methods that
increase learners' perceptions that a task is interesting and personally
relevant.

DEVELOPMENTAL AND SOCIAL FACTOR

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 influences on learning

 Learning is influenced by social interactions, interpersonal relations, and
communication with others. Learning can be enhanced when the learner
has an opportunity to interact and to collaborate with others on instructional
tasks.

INDIVIDUAL DIFFERENCES FACTOR

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

 Learning is most effective when differences in learners' 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.

Legal and Policy Frameworks and Learner-centered Teaching

- RA 10533
- K-to-12 Framework
“AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY
STRENGTHENING
ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC
EDUCATION”
Republic Act 10533 has 19 sections
SECTION 1. Short Title. This Act shall be known as the “Enhanced Basic Education Act
of 2013”.
SEC. 2. Declaration of Policy. -The State shall establish, maintain and support a
complete. Adequate, and Integrated system of education relevant to the needs of the
people, the country and society-at-large. Likewise, it is hereby declared the policy of the
State that every graduate of basic education shall be an Empowered individual.
In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally
competitive.
Based on a pedagogically sound curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational
and technical Career opportunities as well as creative arts, sports and entrepreneurial
employment in a rapidly Changing and increasingly globalized environment, and
(C) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity.The Circumstances and diversity of learners, schools and communities through
the appropriate languages of Teaching and learning, including mother tongue as a
learning resource
SEC. 3. Basic Education. - Basic education is intended to meet basic learning needs
which provides the Foundation on which subsequent learning can be based. It
encompasses kindergarten elementary and Secondary education as well as alternative
learning systems for out-of-school learners and those with Special needs.
SEC. 4. Enhanced Basic Education Program. The enhanced basic education program
encompasses at Least one (1) year of kindergarten education, six (6) years of
elementary education, and six (6) years of Secondary education, in that sequence.
Secondary education includes four (4) years of junior high school and two (2) years of
senior high school education.
SEC. 5. Curriculum Development. The DepED shall formulate the design and details of
the enhanced Basic education curriculum. It shall work with the Commission on Higher
Education (CHED) to craft Harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. To ensure College readiness and to avoid
remedial and duplication of basic education subjects, the DepED shall Coordinate with
the CHED and the Technical Education and Skills Development Authority (TESDA).
SEC. 6. Curriculum Consultative Committee. There shall be created a curriculum
consultative committee Chaired by the DepED Secretary or his/her duly authorized
representative and with members composed of, but not limited to, a representative each
from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and
Technology (DOST), and a representative from the business chambers such as the
Information Technology – Business Process Outsourcing (IT-BPO) Industry association.
SEC. 7. Teacher Education and Training. To ensure that the enhanced basic education
program meets The demand for quality teachers and school leaders, the DepED and
the CHED, in collaboration with Relevant partners in government, academe, industry,
and nongovernmental organizations, shall conduct Teacher education and training
programs, as specified:
a) In-service Training on Content and Pedagogy
b) Training of New Teachers.
c) Training of School Leadership.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other
Specialists in Subjects with a Shortage of Qualified Applicants, Technical-Vocational
Courses and Higher Education Institution Faculty.
a) Graduates of science, mathematics, statistics, engineering, music and other
degree courses with shortages in qualified Licensure Examination for Teachers
(LET) applicants to teach in their specialized subjects in the elementary and
secondary education.
b) (b) Graduates of technical-vocational courses to teach in their specialized
subjects in the secondary education: Provided, that these graduates possess the
necessary certification issued by the TESDA.
c) (c) Faculty of HEIs be allowed to teach in their general education or subject
specialties in the secondary education
d) (d) The DepED and private education institutions may hire practitioners, with
expertise in the specialized learning areas offered by the Basic Education
Curriculum, to teach in the secondary level.
e) SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide
the students in choosing the career tracks that they intend to pursue, the DepED,
in coordination with the DOLE, the TESDA and the CHED, shall regularly
conduct career advocacy activities for secondary level students.
f) SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by
Republic Act No. 8545, or the “Expanded Government Assistance to Students
and Teachers in Private Education Act”, shall be extended to qualified students
enrolled under the enhanced basic education.
g) SEC. 11. Appropriations. — The Secretary of Education shall include in the
Department’s program the operationalization of the enhanced basic education
program, the initial funding of which shall be charged against the current
appropriations of the DepED.
 h) SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall
formulate the appropriate strategies and mechanisms needed to ensure smooth
transition from the existing ten (10) years basic education cycle to the enhanced
basic education (K to 12) cycle.
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational
Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to
oversee, monitor and evaluate the implementation of this Act.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015,
the DepED shall conduct a mandatory review and submit a midterm report to Congress
as to the status of implementation of the K to 12 programs in terms of closing the
following current shortages:
a) teachers;
b) classrooms;
c) textbooks;
d) seats;
e) toilets; and
f) other shortages that should be addressed.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to
increase the per capita spending on education towards the immediate attainment of
international benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the
effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA
Director-General shall promulgate the rules and regulations needed for the
implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof
SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the
“Education Act of 1982”, Republic Act No. 9155 or the “Governance of Basic Education.
SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.
Approved by;
(Sgd.) FELICIANO BELMONTE JR.
Speaker of the House
Of Representatives
(Sgd.) JUAN PONCE ENRILE
President of the Senate
This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was
finally passed by the Senate and the House of Representatives on January 30, 2013.
(Sgd.) MARILYN BARUA-YAP
Secretary General
House of Representatives
(Sgd.) EDWIN B. BELEN
Acting Senate Secretary
Approved: MAY 15 2013
(Sgd.) BENIGNO S. AQUINO III
President of the Philippines
K-to-12 Framework
SALIENT FEATURES
1. STRENGTHENING EARLY CHILDHOOD EDUCATION (UNIVERSAL
KINDERGARTEN)
Education for children in the early years lays the foundation for lifelong learning and for
the total development of a child.
The early years of a human being, from 0 to 6 years, are the most critical period when
the brain grows to at least 60-70 percent of adult size. In Kindergarten, students learn
the alphabet, numbers, shapes, and colors through games, songs, and dances, in their
Mother Tongue.
2. MAKING THE CURRICULUM RELEVANT TO LEARNERS
(CONTEXTUALIZATION AND ENHANCEMENT)
Students acquire in-depth knowledge, skills, values, and attitudes through continuity
and consistency across all levels and subjects.
Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change
Adaptation, and Information & Communication Technology (ICT) are included in the
enhanced curriculum.
3. BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION)
Students are able to learn best through their first language
4. ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL
PROGRESSION)
Subjects are taught from the simplest concepts to more complicated concepts through
grade levels in spiral progression.
5. GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)
Senior High School is two years of specialized upper secondary education; students
may choose a specialization based on aptitude, interests, and school capacity.
CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These are Languages,
Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social
Sciences. Current content from some General Education subjects is embedded in the
SHS curriculum.
TRACKS
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL
CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics,
and Trade.
6. NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND
LIVELIHOOD READINESS, 21ST CENTURY SKILLS)
• After going through kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduates will
be ready to go into different paths may it be further education, employment, or
entrepreneurship.
Every graduate will be equipped with:
1. Information, media and technology skills,
2. Learning and innovation skills
3. Effective communication skills, and
4. Life and career skills.
CURRICULUM GUIDE
• The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to
12 Philippine Basic Education Curriculum Framework and adopts the general
principles of the National Early Learning Framework (NELF). Kindergarten
learners need to have a smooth transition to the content-based curriculum of
Grades 1 to 12.
GRADES 1-10- Students in Grades 1 to 10 will experience an enhanced, context-
based, and spiral progression learning curriculum with the following subjects:
SUBJECTS- Mother Tongue, Filipino, English, Mathematics, Science, Araling
Panlipunan, Edukasyon sa Pagpapakatao (EsP), Music, Arts, Physical
Education, Health, Edukasyong Pantahanan at Pangkabuhayan (EPP), Technology and
Livelihood Education (TLE)
SENIOR HIGH (GRADES 11-12)- Senior High School is two years of specialized upper
secondary education; students may choose a specialization based on aptitude,
interests, and school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. Each student in Senior High School
can choose among three tracks: Academic; Technical Vocational-Livelihood; and Sports
and Arts. The Academic track includes three strands: Business, Accountancy,
Management (BAM); Humanities, Education, Social Sciences (HESS); and Science,
Technology, Engineering, Mathematics (STEM).
CORE CURRICULUM SUBJECTS
 There are seven Learning Areas under the Core Curriculum: Languages,
Literature, Communication, Mathematics, Philosophy, Natural Sciences, and
Social Sciences. Oral communication, Reading and writing, Komunikasyon at
pananaliksik sa wika at kulturang Filipino 21st century literature from the
Philippines and the world, Contemporary Philippine arts from the regions Media
and information literacy, General mathematics, Statistics and probability¸ Earth
and life science, Physical science, Introduction to philosophy of the human
person/Pambungad sa pilosopiya ng tao, Physical education and health Personal
development/pansariling kaunlaran, Earth science (instead of Earth and life
science for those in the STEM strand), Disaster readiness and risk reduction
(taken instead of Physical science for those in the STEM strand)
APPLIED TRACK SUBJECTS
English for academic and professional purposes, Practical research 1, Practical
research 2, Filipino
Sa piling larangan, Akademik, Isports, Sining, Tech-voc, Empowerment technologies
(for the Strand), Entrepreneurship, Inquiries, investigatories, and immersion
SPECIALIZED SUBJECTS
• Accountancy, Business and Management (ABM)
• Humanities and Social Sciences (HUMMS)
• Science, Technology, Engineering and Mathematics (STEM)
• General Academic Strand (GAS)

Submitted and reported by: Group 2 BSED FIL 1A

Judy Ann Guloy

Keizelene Dullas
Nicole Camcam
Mona Liza Cayabyab
Hany Marzan
Queen Escalona
Jessa Maynes
Mae Joy Guevarra

Submitted to:
Ms. Jennifer L. Columbino
(Prof Ed 105 Instrucor)
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