FACILITATING LEARNERS

CENTEREDTEACHING: The
Learners Centered Approaches with
Emphasis on Trainer Methodology 1
PROFED611
Group 1
Alingayao, Jenebeb C.
Ares, Princess Mae B.
Ariola, Jona Mae A.
 MODULE 1: LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
INTRODUCTION
Psychology plays a very important role in understanding the teaching
and learning process. Many innovations in the learning process have been
made possible because of the contributions of psychology. Psychology is a
branch of science that studies human behavior, and helps educators and
teachers to understand the nature of diversity of learners. Teachers are now
more confident and competent to teach because of a deep understanding of
their learners. They can facilitate learning according to the learners’ needs.
OBJECTIVES:
In this lesson, you are expected to:

1. Explain learner-centered psychological principles;

2. Discuss implications of the learner-centered psychological

principles to teachers and educators;

3. Analyze specific classroom situations where the 14 learner-centered

psychological principles are used; and

4. Suggest teaching strategies that could further enhance the 14 learner-

centered psychological principles.
• In the early 1990s, the American Psychological
Association (APA) appointed a group, a Task Force on
Psychology in Education, to conduct further studies in
both psychology and education. The purpose of this
group was to conduct studies that could further enhance
the current understanding of educators on the nature of
the learners about the teaching and learning process. The
end goal was to improve the existing school practices so
that learning becomes more meaningful to all kinds of
learners.
 FOUR CATEGORY OF 14 LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES.

COGNITIVE AND METACOGNITIVE FACTORS

Cognitive factors refer to the mental processes the learners undergo
as they process information. The way learners think about their
thinking as they engage in mental tasks is the concern of the
metacognitive factors.

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.
Teachers play a significant role in guiding their learners to become active,
goal-directed, and self-regulating, and to assume personal responsibility for
their learning. The learning activities and opportunities provided by the
teacher are very important situations where learners can integrate knowledge
and concepts to their experiences. Whenever teachers plan their lessons and
topics, they always need to consider how they can bring reality in the
classroom.
2. GOALS OF THE LEARNING PROCESS
The successful learner, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
Learners need to be goal-directed. Teachers have to guide learners in terms
of determining their personal goals. They need to set their goals, not dictated
by others, to ensure their willingness to achieve them. Meaningful learning
takes place when what is presented to learners is very much related to their
needs and interests.

3. CONSTRUCTION OF KNOWLEDGE
The successful learner can link new information with existing knowledge in
meaningful ways.
In planning a new lesson to be presented, teachers would usually find it
more effective when they connect the learners existing knowledge to new
information. The integration of prior experiences to a new concept to be
learned is a way of making connections between what is new and what is
already known. That new knowledge is created from old knowledge is the very
heart of constructivism.
4. STRATEGIC THINKING
The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.
Strategic thinking is a person’s ability to use knowledge in different ways
to solve problems, address concerns and issues, decrease difficulties in certain
situations, and make sound decisions and judgments in varied conditions.
Strategic thinkers do not easily give up even in difficult situations. They are
more challenged to find ways to solve a problem no matter how many times
they already failed.
5. THINKING ABOUT THINKING
Higher-order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.
One of the most challenging roles of the teachers is to develop among their
learners’ higher order thinking skills (HOTS). It means that their learners can do
evaluation, synthesis, analysis, and interpretation of varied concepts,
information, and knowledge. As previously mentioned, learners develop their
thinking skills when they are provided with opportunities and learning
experiences to process varied events and situations, specifically if given real
problems.
6. CONTEXT OF LEARNING
Learning is influenced by environmental factors, including culture,
technology, and instructional practices.
Learning does not only take place inside the classroom. Much of what
learners learn in the classroom with their teachers can only have meaning
once they see them concretely in their everyday life.
MOTIVATIONAL AND AFFECTIVE FACTORS
How the learners push themselves to learn and how they
value learning are the concerns of the motivational factors.
Meanwhile, the affective factors relate to the attitude,
feelings, and emotions that learners put into the learning task.

7. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON

LEARNING
What and how much are learned are influenced by the learner’s motivation.
Motivation to learn is influenced by the individual’s emotional stat
beliefs, interests and habits of thinking. Motivation plays a very important role
in learning. It pertains to an individual’s inner drive to do something,
accomplish something, pursue a goal, learn, and master a skill, or just discover
without necessarily being forced or pushed by anyone.

8. INTRINSIC MOTIVATION TO LEARN

The learner’s creativity, higher-order thinking, and natural curiosity all
contribute to the motivation to learn.
 THERE ARE TWO KINDS OF MOTIVATION:

INTRINSIC MOTIVATION is manifested when an individual

engages in an activity or task that is personally gratifying. It is
personally rewarding, and there is no expectation for any external or
tangible reward.
EXTRINSIC MOTIVATION, meanwhile, is its dhirect opposite. A
person engages in a task or activity to earn external rewards or to avoid
punishments in some situations. Intrinsic motivation is stimulated by
tasks of optimal novelty and difficulty, relevant to personal interests, and
providing for personal choice and control.

9. EFFECTS OF MOTIVATION ON EFFORT

Acquisition of sophisticated knowledge and skills requires extensive learner’s
effort and guided practice.
The learners’ motivation to learn is also partnered by their extended
efforts. Teachers facilitate learning opportunities and experiences that
encourage learners to exert time and effort and at the same time
commitment and enthusiasm toward a task they have to do and a concept
 DEVELOPMENTAL AND SOCIAL FACTORS
Development and social factors as well as individual differences
are considered critical factors in the capacity of learners to engage in
learning.

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. Knowledge on the physical, intellectual, emotional, and social
domains of the learners is an excellent springboard for planning learning
activities, materials, and assessment.
11. SOCIAL INFLUENCES ON LEARNING
Learning is influenced by social interactions, interpersonal relations other
communication with others.
Collaboration is a 21st century skill. All learners should learn the skill of
working with others in an instructional setting. This ability will prepare them
for the real world where they are expected to interact effectively to a
 INDIVIDUAL DIFFERENCES FACTORS
are  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.

12. INDIVIDUAL DIFFERENCES IN LEARNING

Learners have different strategies, approaches, and capabilities for learning
that are a function of prior experience and heredity.
Diversity is a natural part of life. The learning environment is the
best example where diversity is manifested between and among
learners. Each learner has his or her learning style, intelligence,
potential, skills, talents, learning preferences, as well as cognitive
abilities, which are the effects of both experience and
13. LEARNING AND DIVERSITY
Learning is most effective when differences in learners” linguistic, cultural, and
social backgrounds are taken into account.
Multicultural teaching encourages teachers to consider their learners’
linguistic, cultural and social backgrounds. Language can be a barrier in learning
when learners cannot express themselves properly and when the learning material
is not also related to their social context. Examples given may be too vague or
abstract because their most specific application cannot be found outside of the
school. Cases and situations should be contextualized and localized. When learners
find that their lessons are also concretely seen in their places and are closely
related to their environment, the more they can appreciate learning .
14. STANDARDS AND ASSESSMENT
Setting appropriately high and challenging standards and assessing the learner as
well as the learning progress-including diagnostic, process, and outcome
assessment-are integral parts of the learning process.
Assessment and evaluation are essential pats of the teaching and learning process.
The results of assessments conducted are used to gauge the learners’ strengths,
weaknesses, limitations, and areas of difficulties. Teachers can also determine what
kind of support and scaffold the learners need. This process also includes knowing
which instructional material would best assist a learner for better school
performance.
THANK YOU & GOD BLESS

“Develop success from failures. Discouragement

and failure are two of the surest stepping stones to
success.” —Dale Carnegie