LEARNER-

CENTERED
PSYCHOLOGICAL
PRINCIPLES
 14 LEARNER CENTERED PRINCIPLES

• COGNITIVE AND METACOGNITIVE FACTORS

 1. NATURE
LEARNING A COMPLEX SUBJECT
2. GOALS OF THE LEARNING PROCESS
MATTER IS MOST EFFECTIVE
WHEN IT IS THE INTENTIONAL THE SUCCESSFUL LEARNER CAN
CREATE A MEANINGFUL, COHERENT
PROCESS OF CONSTRUCTING
REPRESENTATION OF KNOWLEDGE
MEANING FROM INFORMATION
OVER TIME, AND WITH SUPPORT AND
AND EXPERIENCE. INSTRUCTIONAL GUIDANCE, A CAN
CREATE MEANINGFUL, COHERENT
3. CONSTRUCTION KNOWLEDGE REPRESENTATION OF KNOWLEDGE.

 THE SUCCESSFUL LEARNER CAN LINK

NEW INFORMATION WITH EXISTING
KNOWLEDGE IN MEANINGFUL WAYS.
 4. STRATEGIC
THE SUCCESSFUL
STRATEGIES TO ACHIEVE
COMPLEX LEARNING TOOLS.

5. THINKING ABOUT THINKING

 HIGHER ORDER STRATEGIES
TO ACHIEVE COMPLEX 6. CONTEXT OF LEARNING
LEARNING TOOLS.  LEARNING IS INFLUENCED BY
ENVIRONMENTAL FACTORS,
INCLUDING CULTURE, TECHNOLOGY,
AND INSTRUCTIONAL PRACTICES.
 7. MOTIVATIONAL AND
EMOTIONAL INFLUENCES ON
8. INTRINSIC MOTIVATION TO
LEARNING
LEARN
 MOTIVATION TO LEARN, IN 9. EFFECTS OF MOTIVATION ON
TURN, IS INFLUENCED BY  INTRINSIC MOTIVATION IS EFFORT
THE INDIVIDUAL’S STIMULATED BY TASKS OF
 ACQUISITION OF COMPLEX
EMOTIONAL STATES, OPTIMAL NOVELTY AND KNOWLEDGE AND SKILLS
BELIEFS, INTERESTS AND DIFFICULTY, RELEVANT TO REQUIRES EXTENDED LEARNER
GOALS, AND HABITS OF PERSONAL INTERESTS, EFFORT AND GUIDED PRACTICE.
THINKING. AND PROVIDING FOR WITHOUT LLEARNER’SMOTIVATION
TO LEARN, THE WILLINGNESS TO
PERSONAL CHOICE AND
EXERT THIS EFFORT IS UNLIKELY
CONTROL. WITHOUT COERCION.

MOTIVATIONAL AND AFFECTIVE FACTORS

 11. SOCIAL INFLUENCES ON
LEARNING
10.DEVELOPMENTAL INFLUENCES
ON LEARNING  LEARNING IS INFLUENCED
 AS INDIVIDUALS DEVELOP, THERE BY SOCIAL INTERACTIONS,
ARE DIFFERENT OPPORTUNITIES INTERPERSONAL
AND CONSTRAINTS FOR
RELATIONS, AND
LEARNING. LEARNING IS MOST
EFFECTIVE WHEN DIFFERENTIAL
COMMUNICATION WITH
DEVELOPMENT WITHIN AND OTHERS.
ACROSS PHYSICAL,
INTELLECTUAL, EMOTIONAL, AND
SOCIAL DOMAINS IS TAKEN INTO
ACCOUNT.
 INDIVIDUAL
DIFFERENCES FACTORS
14. STANDARDS AND ASSESSMENT
12. LEARNERS HAVE  SETTING APPROPRIATELY HIGH
DIFFERENT 13. LEARNING AND AND CHALLENGING
DIVERSITY STANDARDS AND ASSESSING
 STRATEGIES, THE LEARNER AS WELL AS
APPROACHES, AND  LEARNING IS MOST LEARNING PROGRESS –
CAPABILITIES FOR EFFECTIVE WHEN INCLUDING DIAGNOSTIC
LEARNING THAT ARE A DIFFERENCES IN PROCESS AND OUTCOME
FUNCTION OF PRIOR LEARNERS LINGUISTIC ASSESSMENT - AN INTEGRAL
CULTURAL AND SOCIAL PART OF THE LEARNING
EXPERIENCE AND
PROCESS.
HEREDITY. BACKGROUNDS ARE
TAKEN INTO ACCOUNT.
• MEMBERS:
 VILLAFRANCA, LEOROS JUN
 VILLAREA;. JONIE MARIE
 GARCIA JANICE
 URBANO, JESSALYN
 CASINABE, KIM