NAME: Juguilon, Fashiel Mae M.

SUBJECT: EDUC 222A

COURSE/SECTION: BSED ENG 2-C DATE SUBMITTED: 02-07-24.

EDUC 222A: ACTIVITY 1

INSTRUCTION: Read and analyze the following questions and answer it with your own words of
understanding. You may get ideas in any reference platform but do not copy and paste. Goodluck!
(HIGHEST POSSIBLE SCORE YOU MAY GET EACH ITEM IS 10PTS.)

PART I
DEFINE, EXPLAIN, AND GIVE EXAMPLES OF THE FOLLOWING LEARNER-CENTERED
PYSCHOLOGICAL PRINCIPLES:

1. NATURE OF THE LEARNING PROCESS

The Nature of the Learning Process people learn new information, skills, or
behaviors through an ongoing and adaptable process called learning. It entails absorbing
knowledge, incorporating it into preexisting comprehension, and having the flexibility to
use it in different situations. Through practice, study, and experience, we can gain
information or skills through the learning process. There are many different methods to
learn, including through hands-on activities, official schooling, and personal discovery. It
frequently entails the brain creating connections, creating memories, and changing in
response to fresh knowledge or encounters. Basically, the nature of the learning process
involves experiences of a person and new encounters in order for us to learn easily.

For example, You want to bake cookies, and you start baking, applying what you’ve
learned, and bake cookies. Some cookies get burnt, some may not turn perfectly at first, but
you learned from your mistakes and adjusted. Over time, you improve your skills, adapt
recipes, and develop your own baking style. You remember successful recipes and
techniques, making baking more intuitive. Through practice, you become a better baker,
turning a once-challenging task into a more enjoyable and skillful activity.

2. GOALS OF THE LEARNING PROCESS

The goal of the learning process is to gain knowledge, skills, and understanding. It
involves acquiring information, developing abilities, and adapting to new experiences,
ultimately leading to personal growth and improvement. The aim is to become more
knowledgeable, capable, and better equipped to navigate and succeed in various aspects of
life. Moreover, in this process you need to be goal oriented. You must know what are your
short- and long-term goals in life in order for you to be goal oriented. It also specified the
desired for the students learning, thinking, engagement, and behavior.

For example, you are a student aiming to excel in your academic endeavors and be
recognized as a top performer in your classroom. Imagine you are a student aiming to excel
in your academic endeavors and be recognized as a top performer in your classroom.
Actively engaging in class lectures, taking thorough notes, and seeking additional resources
to understand the subjects thoroughly. Identifying effective study techniques and time
management strategies through trial and error. Experimenting with different approaches to
find the most efficient methods. Remembering key concepts, formulas, and information
necessary for exams through effective memorization techniques. Regularly reviewing and
revising class materials, seeking additional challenges, and continuously setting higher
academic goals for yourself.

3. CONSTRUCTION OF KNOWLEDGE

The construction of knowledge means building your understanding of things. It's

like putting together pieces of information, ideas, and experiences to create a solid and
meaningful foundation of what you know about a particular subject or concept. It's a bit
like building with building blocks – each piece adds to the structure of your knowledge.
 Example, reading articles, watching documentaries, and attending lectures to gather
information about the causes, effects, and solutions related to climate change or discussing
the topic with the other classmates or participating in online forums to share ideas and
receive feedback. Through these discussions, you refine your understanding and correct
any misconceptions.

4. STRATEGIC THINKING

Strategic thinking refers to the ability to plan and make decisions with a long-term
perspective, considering the overall goals and objectives of an organization or an
individual. It involves analyzing the current situation, anticipating future trends, and
developing thoughtful plans to achieve success over time. Strategic thinking is about
making choices that align with a larger vision and provide a competitive advantage in the
pursuit of desired outcomes.

Like for example, if you're an individual planning your career, strategic thinking
could involve setting long-term career goals, identifying the skills and experiences needed
to achieve them, and making intentional choices such as pursuing further education or
gaining specific work experiences.

5. THINKING ABOUT THINKING

According to my research, Thinking about thinking is often referred to as

"metacognition." If we say metacognition, it is the ability to reflect on and be aware of your
own thoughts. It involves understanding how you think, making conscious decisions about
your thought processes, and monitoring, regulating your cognitive activities and
evaluating. Basically, it's thinking about your own thinking being aware of what you know,
what you don't know, and how you approach problem solving or decision making.

For an instance, before you start studying, you think about the best ways to
approach the material. You consider the topics that need more attention, estimate how
much time to allocate to each, and decide on study methods that suit your learning style.
While studying you found yourself checking your understanding the topic that you’ve read.
“Did I understand the topic?” “Can I explain it base on my own understanding”
(processing). Then if you are not satisfied with the resources you have, you seek an
additional resource in order for you to learn more and grasp idea in the other source
(monitoring). If a particular study method doesn't seem effective, you're open to trying
different approaches. Like for example, if reading the textbook isn't working, you might try
watching educational videos or discussing the topic with classmates to gain new
perspectives (regulating you own time or activities). As you study, you're aware of how
much time you're spending on each topic. If you notice you're spending too much time on
one area, you may adjust your schedule to ensure you cover all the necessary material
before the exam (monitoring). Lastly, after completing a study session, you reflect on what
you've learned (evaluating).

6. CONTEXT OF LEARNING

The context of learning refers to the environment, situations, and conditions in

which learning takes place. It includes everything around the learning experience such as
the setting, the people involved, the resources available, and the activities that contribute
to the learning process. Understanding the context of learning helps to appreciate how
different factors can influence and shape the way individuals acquire new knowledge or
skills. In other words, the teacher must think a different strategy in teaching in order for
the students to learn.

For example, you are a P.E teacher. You would introduce your subject this by
explaining that students are going to complete with physical activities and that there is a
process for doing this that and teach them step-by-step in order for them to understand
the topic of your subject.
7. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON LEARNING

Motivational and emotional influences on learning refer to the impact that a

person's feelings, desires, and emotions can have on their ability to learn and retain
information (Tyng, 2017). When individuals are motivated, meaning they have a strong
desire or interest in a subject, they are more likely to engage with the material, persevere
through challenges, and ultimately learn more effectively. On the other hand, emotions
such as stress, anxiety, or boredom can hinder the learning process by distracting
individuals or causing them to disengage. Understanding and managing these
motivational and emotional factors are crucial for creating a positive and effective
learning environment.

For instance, you are aiming for cum laude when you graduate in college, but
apparently, you got 3.00 in one of your major subjects because you got low score in
midterm exam. Instead of losing hope and get depressed, you will see the alternative of
this situation and respond effectively by getting a higher score in upcoming final
examination.

8. INTRINSIC MOTIVATION TO LEARN

Intrinsic motivation to learn refers to the natural and internal desire or curiosity
that prompts an individual to engage in learning for the sheer enjoyment, interest, or
satisfaction it brings, rather than relying on external rewards or pressures. When
someone is intrinsically motivated, they find personal fulfillment and joy in the learning
process itself, making it more likely that they will actively seek out knowledge and
persist in their educational pursuits. Basically, it occurs when the students are engaged
because of interest, passion, and love of learning.

Example, Yuri really loves to play drums, so he spends his time watching tutorial on
how to play drums, go to music school in order for him to gain a new knowledge on how
to play drums. He isn’t motivated by the rewards, instead he is genuinely fascinated
with drums whom he loves so deeply.

9. EFFECTS OF MOTIVATION ON EFFORT

The impact that a person's desire or drive to accomplish a goal has on the
quantity of energy and determination they invest in the learning process can be
described as the impacts of motivation on effort in learning. People who are driven are
more inclined to work harder, more conscientiously, and overcome difficulties to
achieve their learning goals. In order to achieve academic goals, motivation acts as a
catalyst for greater dedication and effort.

For instance, Gladyss who is preparing for a challenging math exam. If Gladyss is
highly motivated to excel in the subject because she aspires to pursue a career in
engineering, her motivation will likely drive her to put in extra hours of study, seek
help when faced with difficulties, and persistently practice problems.

On the other side, Emily, lacks motivation for the same math exam because she
doesn't see its relevance to her future goals, she might find it difficult to muster the
same level of effort. Emily may be less likely to invest time in studying, feel less
engaged during classes, and may not put forth the same level of persistence when
encountering complex mathematical concepts.

10. DEVELOPMENTAL INFLUENCES ON LEARNING

Developmental influences on learning refer to the impact of a person's growth,

maturation, and changes in cognitive, emotional, and social abilities have on their
capacity to acquire new knowledge and skills. These influences recognize that
 individuals go through various stages of development, and understanding these
stages is essential for tailoring effective learning experiences that align with a
person's current developmental level. It involves considering age-appropriate
teaching methods, recognizing cognitive abilities, and addressing social and
emotional needs to support optimal learning outcomes at different stages of life.

Example. Alex, developmental considerations might involve introducing basic

letter recognition and other activities to build foundational skills. The learning
experience would be tailored to his developmental stage, recognizing that he is just
beginning to grasp the fundamentals of reading.

For Emma, who is further along in her cognitive development, the learning
activities would be more advanced. She might engage in more complex reading
comprehension tasks, exploring a wider range of vocabulary, and understanding
more sophisticated sentence structures.

11. SOCIAL INFLUENCES ON LEARNING

Social influences on learning refer to the impact that interactions with others,
social environments, and relationships have on an individual's learning process.
These influences recognize the role of social interactions, peer relationships, and
cultural contexts in shaping how people acquire and assimilate knowledge. In simple
terms, it highlights how learning is influenced by the social context, including
interactions with teachers, classmates, family, and broader societal factors.

Chris who is learning a new language. Social influences play a significant role in
his learning experience. If Chris has supportive language partners or classmates with
whom he can practice conversations, share cultural insights, and receive
constructive feedback, his learning is likely to be enhanced. On the other hand, if
Chris is in an environment where there is little opportunity for social interaction in
the new language, or if he experiences negative feedback, his motivation and ability
to learn might be hindered.

12. INDIVIDUAL DIFFERENCES IN LEARNING

Individual differences in learning refer to the unique and varied ways in

which people differ in their abilities, preferences, and approaches to acquiring new
knowledge and skills. These differences can encompass various factors such as
cognitive styles, learning preferences, prior experiences, and personal strengths
and weaknesses. Recognizing and understanding these individual differences is
important in tailoring educational approaches to meet the diverse needs of
learners.

For example, Sancho and Sam, both learning to solve mathematical problems.
Sancho may have a preference for visual learning, understanding concepts better
through diagrams and charts. On the other hand, Sam might excel in a more hands-
on, kinesthetic approach, where physical activities help reinforce mathematical
principles.

13. LEARNING AND DIVERSITY

Learning and diversity refer to the acknowledgment and inclusion of the

various ways people learn and the recognition of diverse backgrounds,
experiences, and abilities among learners. It involves adapting educational
approaches to cater to the unique needs, preferences, and strengths of individuals
from different cultural, linguistic, socioeconomic, and cognitive backgrounds. In
essence, learning and diversity emphasize creating inclusive and equitable learning
environments that respect and accommodate the differences among learners.
 For example, a teacher designing a science lesson on ecosystems for a class
with diverse learners. The students come from various cultural backgrounds, have
different levels of proficiency in the language of instruction, and varying learning
styles. To address learning and diversity, the teacher might incorporate visual aids,
hands-on activities, and group discussions to cater to different learning
preferences. Additionally, the teacher could use diverse examples and incorporate
elements from various cultures to make the lesson more relatable and inclusive for
all students

14. STANDARDS AND ASSESSMENT

Standards and assessment, in simple terms, refer to the established

expectations for what students should know and be able to do and the methods
used to measure how well they have achieved those expectations. Moreover,
standards outline the learning goals and objectives that students are expected to
reach at different grade levels (Enma, 2019). Assessments are tools or methods,
such as tests, projects, or observations, used to evaluate how well students have
met these standards. Together, standards and assessment help guide and measure
the learning progress of students in an educational system.

Example, to measure whether students have met this standard, a teacher

might administer a test where students solve a series of addition and subtraction
problems. The results of this test serve as an assessment, indicating how well each
student has grasped the expected skill of fluently adding and subtracting within
100.

PART II

AS FUTURE EDUCATORS, WHAT DO YOU THINK IS THE IMPORTANCE OF LEARNING THE

DIFFERENT LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES?

Learner-centered psychological principles refer to a set of guiding concepts and theories

that emphasize the importance of focusing on the learner's needs, experiences, and perspectives in
the process of education and psychological development. These principles prioritize the learner as
an active and central participant in their own learning journey, acknowledging individual
differences and promoting a more personalized and engaging educational experience.

As a future educator, the importance of learning, understanding, and applying the different
learner-centered psychological principles is very essential. It approaches recognize that students
have diverse learning styles, abilities, and preferences. Psychological principles help educators
grasp the factors that influence student motivation and engagement. When teachers align their
instructional strategies with these principles, they can create a learning environment that fosters
intrinsic motivation, curiosity, and a genuine interest in the subject matter. An understanding of
cognitive development theories allows educators to align their teaching strategies with the
developmental stages of their students.

In addition, Learning about psychological principles can aid educators in developing

positive teacher-student relationships. This includes understanding the social and emotional
aspects of learning, fostering a sense of belonging, and creating a supportive classroom culture.
Furthermore, Knowledge of psychological principles enhances communication skills. Educators
who understand how students process information, perceive feedback, and respond to different
communication styles can tailor their interactions to be more effective and impactful. By
incorporating learner-centered psychological principles, educators instill a love for learning in their
students. This not only prepares students for academic success but also encourages a lifelong
pursuit of knowledge and self-improvement.

In conclusion, understanding and applying learner-centered psychological principles

empower educators to create inclusive, engaging, and effective learning environments that cater to
the diverse needs of their students. It fosters a student-centric approach that prioritizes individual
growth, motivation, and overall well-being.
NB: TOTAL NUMBER OF ITEMS IS 150 POINTS. THE DEADLINE OF THIS ACTIVITY WILL BE ON
THE NEXT FACE TO FACE MEETING (HARD COPY). GOODLUCK AND GOD BLESS!