Module in Ed 105

FACILITATING LEARNER-CENTERED
TEACHING

By: DR. MARITES D. MERCADO

 ProfEd Instructor
College of Education
PHILIPPINE CHRISTIAN UNIVERSITY

What this module is about?

This module is intended for the course, Ed 105- Facilitating
Learner- Centered Teaching, which focuses on the
fundamental principles, processes and practices anchored on
learner-centeredness and other educational psychologies as
these apply to facilitate various teaching-learning delivery
modes to enhance learning.

In this module, you will learn how theories and principles of development,
learning and motivation were given importance as they relate to the
educational process. You will study these seven modules, namely:

Module 1 - Learner-Centered Psychological Principles

Module 2 - Metacognition: Thinking About Thinking

Module 3 - Cognitive Learning Theories

Module 4 - Behavioral Learning Theories

Module 5 - Constructivist Learning Theories

Module 6 - Psychosocial, Psychosexual, and Humanist

Theories of Learning

Module 7 - Student Diversity

What are the Intended learning Outcomes?

1. Create a physical and psychological

environment that facilitates learning for all kind
of learners.

2. Demonstrate understanding of various learning and development

motivation theories.

3. Apply various theories of learning and motivation to help students

become highly motivated and self-directed learners.
 4. Demonstrate learning skills that facilitate and maximize learner-
centered learning.

MODULE 1- Learner-Centered Psychological

Principles
I.Learning Objectives:
At the end of this lesson, you are expected to be able to:
a. explain the cognitive, metacognitive, motivational and
affective factors of teaching and learning.;
b. summarize learning using graphic organizers.; and
c. cite classroom situations that manifest applications of the
priciples.

II. Learning Topics:

 Learning Principles Associated to Cognitive,
Metacognitive, Motivational, and Affective Factors
 Learning Principles on Development, Social, and
Individual Differences

III. Learning Content:

Learner-Centered
Psychological
Principles

 The LPP were put together by the American Psychological

Association.
 The 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
understood as an organized set of principles; no principle
should be viewed in isolation.
  The 14 Principles are divided into 4 factors:
1. COGNITIVE AND METACOGNITIVE
2. MOTIVATIONAL AND AFFECTIVE
3. DEVELOPMENTAL AND SOCIAL
4. INDIVIDUAL DIFFERENCE
Cognitive and Meta-cognitive Factors
1. Nature of the learning process
The learning of complicated 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, overtime and with support of
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.
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.

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 influences on learning
Learning is influenced by social interactions,
interpersonal relations and communication with others.
Individual Differences Factors
12. Individual differences in learning
Learners 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 learners’
linguistic, cultural and social backgrounds are taken into account.
14. Standard 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 part of
the learning process.

IV. LEARNING TASKS:

Activity 1. Read and analyze the statements. If true, write YES, if false write NO. Prove your
answers by relating each statement to LCPP factors. (2 points each)
1. Differentiated instruction attempts to resolve diversity of learners in the classroom.
Answer: Yes ________Individual differences in learning______________