NAME: Quijardo, Celine Rose F.

SUBJECT: EDUC222A
COURSE/SECTION: BSEd English 2A DATE SUBMITTED: February 12

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 learning of complex subject matter is

most effective when it is an intentional process of constructing meaning from
information and experience. Basically, the nature of the learning process refers to the
fundamental characteristics and principles that underlie how individuals acquire
knowledge, skills, and understanding wherein there’s a conscious or deliberate act
when students learn something. It emphasizes active engagement, constructivism,
social interaction, personalization, reflection, autonomy, meaningful context, goal
orientation, adaptability, and the concept of lifelong learning. These elements
collectively contribute to a holistic and dynamic understanding of how individuals
learn and grow intellectually and personally (examples: language learning, learning
algebra, and learning how to dance, sing, or act).

2. GOALS OF THE LEARNING PROCESS – The successful learners, over time with support
and instructional guidance, can create meaningful, coherent representations of
knowledge. This fosters meaningful and effective learning experiences that empower
individuals to become lifelong learners. LCP prioritizes the needs, interests, and
active participation of learners, aiming to create an environment that supports their
development and growth (examples: finishing a degree, winning a competition, acing
the test, etc.).

3. CONSTRUCTION OF KNOWLEDGE – The successful learner can link new information

with existing knowledge in meaningful ways. This is grounded in the idea that
learners actively and collaboratively build their understanding of concepts, skills, and
information. This perspective contrasts with traditional, teacher-centered
approaches where knowledge is often transmitted passively to students. Also, this
approach recognizes that learners are not passive recipients of information but
rather creators of their own understanding through meaningful and interactive
learning experiences (examples: concept mapping, venn diagram, etc.).

4. STRATEGIC THINKING – The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex learning goals. This involves the
 ability of learners to plan, monitor, and adjust their approaches to learning tasks. It
goes beyond the acquisition of specific knowledge and skills, focusing on the
development of a broader set of cognitive processes and problem-solving abilities.
Strategic thinking empowers individuals to be thoughtful, intentional, and adaptable
in their approach to learning. It encourages the development of skills and attitudes
that go beyond the specific content of a course or subject, preparing learners for
lifelong learning and success in various contexts (examples: critical thinking,
analytical ability, and problem-solving).

5. THINKING ABOUT THINKING – Higher-order strategies for selecting and monitoring

mental operations facilitate creative and critical thinking. The idea of "thinking about
thinking" is often associated with metacognition. Metacognition involves awareness
and understanding of one's own thought processes. It includes the ability to reflect
on how one learns, solves problems, makes decisions, and monitors their cognitive
activities. Thinking about thinking, or metacognitive awareness, can enhance
learning and problem-solving skills. It allows individuals to consciously plan, monitor,
and evaluate their cognitive processes. This metacognitive awareness is considered a
valuable component of effective learning strategies and higher-order thinking skills
(example: metacognition).

6. CONTEXT OF LEARNING – Learning is influenced by environmental factors, including

culture, technology, and instructional practices. The context of learning refers to the
environment, circumstances, and conditions in which learning takes place. It
encompasses various factors that can influence the learning process and outcomes.
Context plays a crucial role in shaping how individuals acquire, retain, and apply new
information or skills. Recognizing and understanding the context of learning is
essential for educators, instructional designers, and learners themselves to optimize
the learning experience and achieve desired educational outcomes. Adaptability to
different contexts is also a valuable skill for effective learning in diverse settings
(examples: the room, the learner’s peers, the teacher, and the rules in the room).

7. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON LEARNING – Learners' motivation

influences what and how much they learn. It is in turn influenced by their emotional
states, beliefs, interests, goals, and thinking habits. Motivation and emotions are
crucial factors that significantly affect the learners’ thinking and information
processing. Positive emotions, such as curiosity, can create a conducive learning
environment that enhances learners’ motivation and performance. Similarly, mild
anxiety can also focus their attention, leading to improved learning and performance.
On the other hand, negative emotions such as anxiety, panic, rage, and insecurity,
can significantly detract from their motivation and interfere with learning, ultimately
leading to low performance. Negative thoughts such as worrying about competence,
ridicule, or stigmatizing labels can create a self-fulfilling prophecy, further hampering
students’ learning and performance. Therefore, it is crucial to identify and manage
our emotions and thoughts, as future educators, to create a conducive learning
environment that enhances our students’ motivation and performance. For example:
a student may have a poor mark on a test; however, rather than being sad due to his
 low grade, he will use his failure as a motivation to take much effort in studying,
ensuring a higher grade next test.

8. INTRINSIC MOTIVATION TO LEARN – The motivation to learn is enhanced by students'

natural curiosity, creativity, and higher-order thinking abilities. Tasks that are relevant
to personal interests and offer personal choice and control, as well as an optimal
level of novelty and difficulty, stimulate intrinsic motivation. In order to foster
intrinsic motivation, it is important to offer tasks that simulate real-life scenarios and
provide choices and control. Teachers can promote and aid students' innate curiosity
and eagerness to learn by recognizing their individual preferences for optimal levels
of challenge, novelty, relevance, and autonomy (examples: playing sports, reading a
book, and achieving a sense of satisfaction upon the completion of a task or goal)

9. EFFECTS OF MOTIVATION ON EFFORT – The amount of effort a learner puts into

acquiring complex knowledge and skills is a major indicator of their motivation to
learn, hence persistence over time and strategic effort are required to achieve high
standards of comprehension and understanding. As a future educator, we should
focus on facilitating motivation through strategies that encourage learner
commitment to learning and making the necessary effort. For example: motivated
people are more likely to be persistent, focused, and optimistic in accomplishing their
goals.

10. DEVELOPMENTAL INFLUENCES ON LEARNING – For a truly effective and impactful

learning experience, it is crucial to take into account the differential development
that occurs across various domains, including physical, intellectual, emotional, and
social. By recognizing and addressing these differences, learners can receive the
targeted support they need to thrive and excel. This approach creates a learning
environment that is tailored to each individual's unique needs and abilities, leading
to greater engagement, motivation, and achievement. Thus, as future educators, we
should embrace a differential development approach and unlock the full potential of
every learner (examples: cognitive development, language development, and moral
development).

11. SOCIAL INFLUENCES ON LEARNING – This basically refers to developing strong

relationships and mastering effective communication that are crucial for successful
learning such as collaboration and social interactions which plays a significant role in
enhancing learning outcomes while diverse settings encourage flexible thinking and
social competence, which are essential skills for learners seeking to learn and grow in
today's interconnected world (examples: peer pressure, conformity, culture, and
social identity).

12. INDIVIDUAL DIFFERENCES IN LEARNING – It is undeniable that learners are equipped

with unique learning strategies, approaches, and abilities that are a direct result of
their past experiences and genetic predispositions. These factors play a vital role in
shaping how individuals learn and process information. It is therefore essential to
acknowledge and appreciate the diversity of learners and their learning styles to
 foster a more inclusive and effective learning environment (examples: intelligence,
personality, age, physical, gender, and ability differences).

13. LEARNING AND DIVERSITY – To achieve the best possible learning outcomes, it is
crucial to consider the diverse linguistic, cultural, and social backgrounds of learners.
By acknowledging and embracing these differences, we can create an inclusive and
supportive learning environment that fosters growth and success for all (examples:
cultural diversity, ethnicity, religion, and socioeconomic factors).

14. STANDARDS AND ASSESSMENT – This refers to the assessment of the learner's
progress including diagnosis, process, and outcome is integral to the learning process
and requires high and challenging standards. Setting appropriately high and
challenging standards and assessing the learner as well as learning progress including
diagnosis, process, and outcome assessment – are integral parts of the learning
process (examples: formative, summative, and authentic assessments).

PART II
AS FUTURE EDUCATORS, WHAT DO YOU THINK IS THE IMPORTANCE OF LEARNING THE
DIFFERENT LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES?

Becoming an effective educator is not just about imparting knowledge to students. It

requires a deep understanding of learner-centered psychological principles to foster
effective teaching and promote optimal student development. Thus, these principles form
the bedrock of pedagogical strategies that prioritize individual student needs, diversity, and
the creation of dynamic learning environments.

There are countless situations wherein a teacher would have to think about his/her
students’ perspective of different certain topics, and not just this, hence makes it hard for
them to connect with their students which would result to their students either not listening
to them or weren’t able to adapt to the teacher’s expectations of them. With learner-
centered approaches, I can recognize the uniqueness of each student and tailor their
teaching methods to accommodate this diversity, ensuring that every student receives
personalized instruction that resonates with their individual learning preferences.

In addition, by mastering learner-centered psychological principles, I can create a positive

and stimulating atmosphere for learning since fun is etched in the youth’s mind, it is
important for me to know what effective teaching strategy to use. With this newfound
knowledge, as a future educator, I can design lessons that tap into intrinsic motivation and
inspire students to actively participate in their educational journey, as well as craft engaging
curricula that keep students motivated and engaged throughout the learning process.

Moreover, a grasp of psychological principles can help me promote social and emotional
well-being in my classroom. Understanding the psychological aspects of student
development can help me create supportive and inclusive environments that foster positive
relationships and emotional intelligence. This not only contributes to academic success but
also nurtures the holistic growth of my future learners, preparing them to navigate their
social and emotional challenges.

In conclusion, mastering learner-centered psychological principles is essential for any

aspiring educator. It equips you with the knowledge needed to embrace diversity, customize
instruction, and create engaging and supportive learning environments. By incorporating
these principles, you can contribute to the holistic development of your students, preparing
them not just academically but socially and emotionally for the challenges of the future.

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!