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St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: st.vincentdeferrercollegeofccc@yahoo.com Website: stvfc.com
________________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. SEC.2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
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Introduction: 14 Learner-Centered Principles 1

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FACTOR PRINCIPLE APPLICATION
The Learning of complex subject matter is most effective
1. Nature of the Learning
when it is an intentional process of constructing meaning
Process
from information and experience.
The successful learner, over time and with support and
2. Goals of the Learning
instructional guidance, can create meaningful, coherent
Process
representation of knowledge.
The successful learner can link new information with existing
A. Cognitive and 3. Construction of Knowledge
knowledge in meaning ways.
Metacognitive
The successful learner can create and use a repertoire of
4. Strategic Thinking thinking and reasoning strategies to achieve complex learning
goals.
Higher order strategies for selecting and monitoring mental
5. Thinking about thinking
operations facilitate creative and critical thinking.
Learning is influenced be environmental factors, including
6. Context of learning
culture, technology, and instructional practices.
What and how much is learned is influenced by the learner’s
motivation.
7. Motivational and emotional
Motivation to learn, in turn, is influenced by the individual’s
influences on learning
emotional states, beliefs, interests and goals, and habits of
thinking.
The learner’s creativity, higher order thinking, and natural
B. Motivational and curiosity all contribute to motivation to learn. Intrinsic
Affective Factors 8. Intrinsic motivation to learn motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for
personal choice and control.
Acquisition of complex knowledge and skill requires
9. Effects of motivation on extended learner effort and guided practice. Without learners’
effort motivation to learn, the willingness to exert this effort is
unlikely without coercion.
As individuals develop, there are different opportunities and
constraints for learning. Learning is most effective when
10. Developmental influences
differential development within and across physical,
C. Developmental and on learning
intellectual, emotional, and social domains is taken into
Social Factors
account.
11. Social influences on Learning is influenced by social interactions, interpersonal
learning relations, and communication with others.
Learners have different strategies, approaches, and
12. Individual differences in
capabilities for learning that are a function of prior
learning
experience and heredity.
Learning is most effective when differences in learners’
D. Individual 13. Learning and diversity linguistic, cultural, and social backgrounds are taken into
Differences Factors account.
Setting appropriately high and challenging standards and
assessing the learner as well as learning progress – including
14. Standards and assessment
diagnostic, process, and outcome assessment – are integral
parts of the learning process.

Guide Question:
Explain the 14 Learner-Centered Principles.
FACTOR PRINCIPLE EXPLANATIONS
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- Learning in school emphasizes the use of intentional

processes that students can use to construct meaning from
information, experiences and their own thoughts and beliefs.
1. Nature of the Learning
Process - Successful learners are active, goal-directed, self-regulating
and assume personal responsibility for contributing to their
own learning.

- To construct useful representation of knowledge and to

acquire the thinking and learning strategies necessary for
continued learning success across the life span, student must
generated and pursue personally-relevant goals. Initially,
2. Goals of the Learning student’ short-term goals and learning may be sketchy in an
Process area, but over time their understanding can be refined by
filling gaps, resolving inconsistencies and deepening their
understanding of the subject matter so that they can reach
longer-term goals.

- Knowledge widens and deepens as students continue to

build links between new information and experiences and
their existing knowledge base. The nature of these link can
take a variety if forms, such as adding to,modifying, or
reorganizing existing knowledge or skills. How these links
are made or developed may vary in different subject areas,
3. Construction of
Knowledge and among students with varying talents, interests and
abilities. Educator can assist learners in acquiring and
integrating knowledge by a number of strategies that have
A. Cognitive and been shown to be effective with learners of varying abilities,
Metacognitive such as concept mapping and thematic organization or
categorizing.

- They also understand and can use a variety of strategies to

help them reach learning and performance goals, and to
apply their knowledge in novel situations.
4. Strategic Thinking
- Learning outcomes can be enhanced if educators assist
learners in developing, applying and assessing their strategic
learning skills. For example ,if you will give me a fish I will
ate that day but if you teach me how to fish I will eat forever.

- Successful learners can reflect on how they think and learn,

set reasonable learning or performance goals, select
potentially appropriate learning strategies or methods and
monitor their progress towards these goals.
5. Thinking about thinking - Instructional methods that focus on helping learners
develop these higher order (metacognitive) strategies can
enhance student learning and personal responsibility for
learning.

- The classroom environment, particularly the degree to

which it is nurturing or not, can also have significant impacts
on student learning.
6. Context of learning - Technologies and instructional practices must be
appropriate for learners’ level of prior knowledge, cognitive
abilities and their learning and thinking strategies.

B. Motivational and 7. Motivational and -Positive emotions, such as curiosity, generally enhance
Affective Factors emotional motivation and facilitate learning and performance by
influences on learning focusing the learner’s attention on particular task. However,
intense negative emotions(e.g., anxiety, panic, rage,
insecurity) and related though (e.g., worrying about
competence, ruminating about failure, fearing, fearing
punishment, ridicule, or stigmatizing labels) generally detract
from motivation, interfere with learning, and contribute to
low performance.
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- Educators can encourage and support learners’ natural

curiosity and motivation to learn by attending to individual
differences in learners’ perceptions of optimal novelty and
difficulty, relevance, and personal choice and control.
8. Intrinsic motivation to - Intrinsic motivation is facilitated on task that learners
learn perceive as interesting and personally relevant and
meaningful, appropriate in complexity and difficulty to the
learners’ abilities, and on which they believe they can
succeed.

- Effective strategies include purposeful learning activities,

guided by practices that enhance positive emotions and
intrinsic motivation to learn, and method that increase
learners’ perception that a task is interesting ang personally
9. Effects of motivation on relevant.
effort - Educator need to be concerned with facilitating motivation
by strategies that enhance learner effort and commitment to
learning and to achieving high standards comprehension and
understanding.

- Awareness and understanding of developmental differences

among children with without emotional, physical or
intellectual disabilities, can facilitate the creation of optimal
10. Developmental
influences
learning contexts.
on learning - Individual learn best when material is appropriate to their
development level and is presented in an enjoyable and
interesting way.
C. Developmental
and Social Factors
- Positive learning climates can also help to establish the
context help learner feel safe to share ideas, actively
participate in the learning process, and create a learning
community.
11. Social influences on
learning - Quality personal relationship that provide stability, trust
and caring can increase learners sense of belonging, self-
respect and self-acceptance, and provide a positive climate
for learning.

- Educators need to be sensitive to individual differences, in

general. They also need to attend to learners perception of
the degree to which these differences are accepted and
12. Individual differences in
learning adopted to by varying instructional methods and materials.
- Individual are born with and develop their own capabilities
and talents.

- When learners perceive that their individual differences in

abilities,backgrounds,culture and experiences are valued,
13. Learning and diversity respected and accommodated in learning tasks and contexts,
D. Individual
Differences Factors levels of motivation and achievement are enhanced.

- Ongoing assessment of the learner’s understanding of

curricular material can provide valuable feedback to both
learners and teachers about progress towards the learning
goals.
14. Standards and
assessment - Standardized assessment of learners progress and outcomes
assessment provide one type of information about
achievement level both within and across individuals that can
inform various tyoes of programmatic decisions.
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