Learner- Centered

Psychological
Principles
 Learner and Learning
 Learners are responsible for attending class and
completing reading and other assignments as
proscribed by the teacher. Although their first
role in the process is as a passive listener,
listening requires paying attention during class.
 Learning is the process of acquiring new
understanding, knowledge, behaviors, skills,
values, attitudes, and preferences.
 Learner and Learning
 Facilitated learning is where the
students are encouraged to take more
control of their learning process. The
trainer's role becomes that of a
facilitator and organizer providing
resources and support to learners.
 Learner and Learning
• Student-centered learning moves students
from passive receivers of information to
active participants in their own discovery
process. What students learn, how they
learn it and how their learning is assessed
are all driven by each individual student's
needs and abilities.
 Learner-Centered Psychological
Principles

► The principles ar e i n te n d e d to d e al
holistically with l ear ners in the context
of real-world l e a r n i n g situations.
► Th e y ar e b e s t u n d e r s t o o d a s a n
o r g a n i z e d s e t of principles; n o
principle s h o u l d b e v i e w e d in isolation.
 Learner-Centered Psychological
Principles

► The 1 4 principles ar e di v i ded into

t h o s e referring to co g n i ti v e a n d
m e tac o g n i ti v e , mo ti v a ti o n al a n d
affective, d e v e l o p m e n t a l a n d social,
a n d individual difference facto r s
influencing l ear ner s a n d learning.
 Cognitive and Metacognitive
Factors
1. Na t ure of t h e learning p rocess.
-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.Constructio
of knowledge
-The successful
learner can link new
information with
existing knowledge in
meaningful ways.
-The nature of these
links can take a
variety of forms, such
as adding to,
modifying, or
reorganizing existing
knowledge or skills.
4. Strategic t hink ing

- The successful
learner can create
and use a repertoire
of thinking and
reasoning strategies
to achieve complex
learning goals.
5. Thinking a bout
th inki ng

- 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.
-The classroom
environment, particularly the
degree to which it is nurturing
or not, can also have
significant impacts on student
learning.
 Motivational and Affective Factors
7. Motivational a n d emotional infl ue nc es o n
learning
- 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
als facilitated on tasks
that ar comparable to
real-world situations
and meet needs for
choice and control.
9. Effects of motivation
o n 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. D e v e l o p m e n t a l infl ue nc es o n learning
-A s individuals develop, there are different
opportunities and constraints for learning.
-Individuals learn best when material is
appropriate to their developmental level and is
presented in an enjoyable and interesting way.
11.Social influences o n
learning
-Learning is influenced by
social interactions,
interpersonal relations, and
communication with others.
-Such contexts help learners
feel safe to share ideas,
actively participate in the
learning process, and create a
learning community.
 Individual Differences Factors
12. Individual differences in l e arn in g
-Learners have different strategies,
approaches, and capabilities for learning that
are a function of prior experience and
heredity.
-Individuals are born with and develop
their own capabilities and talents.
-Educators need to be sensitive to
individual differences, in general.
13. Learning
a nd diversity
- Learning is
most effective
when differences
in learners’
linguistic, cultural,
and social
backgrounds are
taken into account.
14. S t a n d a r d s a n d
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.
Alexander and Murphy gav e a
summary of the 1 4 principles and
distilled them in to five areas:

1. The k n o w l e d g e b a s e
- One’s existing knowledge
serves as the foundation of all
future learning.
2. S t r a t e g i c p r o c e s s i n g a n d
control
- learners can develop skills to
reflect and regulate their thoughts
and behaviors in order to learn
more effectively (metacognition).
3. M o t i v a t i o n a n d affect
- factors such a s intrinsic
motivation (from within), reasons
for wanting to learn, personal goals
and enjoyment of learning tasks all
have a crucial role in the learning
process.
4. D e v e l o p m e n t a n d In d i v i du al
Differences
- learning is unique journey for each
person because each learners has
his own unique combination of
genetic and environmental factors
that influence him.
5. S i t u a t i o n or Context-
Learning happens in the
context of a society as well
as within an individual.