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Learner Centered Psychological Principles LCP

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31 views21 pages

Learner Centered Psychological Principles LCP

Uploaded by

lee342885
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Learner-Centered Psychological

Principles (LCP)
by:

Annabelle V. Ramos,
PhD.
Learner- American Psychological
Centered Association
Psychological The largest scientific and
Principles (LCP) professional organization of
psychologists in the United
States, with over 118, 000
members including scientists,
educators, clinicians,
consultants, and students.
The 14 Principles have the Following
Aspects:
- Focus on psychological factors that are primarily internal to and under the
control of the learner rather than conditional habits or physiological factors;

- Intended to deal holistically with learners in the context of real-world


learning situations;

- Divided into those referring to

a. Cognitive and metacognitive

b. Motivational and effective

c. Developmental and social

d. Individual difference factors influencing and learning intended to apply


to all learners.
Development Cognitive and
al and Social Metacognitive
Factors factors
(2 principles) (6 principles)

14
Learner-Centered
Principle

Individual
differences Motivational
Factors and Affective
3 principles factors
( 3 principles )
Cognitive and Metacognitive Factors
1. Nature of the learning process
Learning complete subject matter is most effective when it is an
intentional process of constructing meaning from information and
experience.

Successful Learners are…..

- Active

- Goal-directed

- Self-regulating

- Assume personal responsibility for contributing to their own learning.


Cognitive and Metacognitive
Factors
Cognitive Factors in learning involve various
cognitive components like attention, perception,
executive, function, and reasoning.
Metacognitive factors involve the monitoring
and evaluation of cognitive factors.
Cognitive and Metacognitive Factors
2. Goals of the learning process
The successful learner, over time with support and
instructional guidance, can create meaningful coherent
representations of knowledge
Students must generate and pursue personally
relevant goals to construct useful representations of
knowledge and acquire the thinking and learning
strategies necessary for continued learning success
throughout their lives.
Cognitive and Metacognitive
Factors

3. Construction of knowledge
The successful learner can link new
information with existing knowledge in
meaningful ways.
Cognitive and Metacognitive
Factors
4. Strategic thinking
The successful learner can create and use a
repertoire of thinking and reasoning strategies
to achieve complex learning goals.
Successful learners use it in…..
* learning-reasoning
* problem –solving
* Concept learning
Cognitive and Metacognitive
Factors

5 . Thinking about thinking


Higher-order strategies for
selecting and monitoring mental
operations facilitate creative and
critical thinking.
.
Cognitive and Metacognitive
Factors

6. Context of thinking
Learning is influenced by
environmental factors, including
culture, technology, and instructional
practices.
Motivational and
Affective Factors

1. Motivational and
emotional influences on
learning.
2. Intrinsic motivation to
learn.
3. Effects of motivation on
effort.
7. Motivational and
Emotional Influences on
Learning
- What and how much is
learned influenced by the
learner’s motivation.
- Motivation to learn . In turn, is
influenced by the individual’s
emotional states, beliefs,
interests and goals and habits
of thinking.
Motivational and Affective Factors
7. Motivational and 8. Intrinsic motivation to
emotional influences on learn
learning - The learner’s creativity,
- What and how much is learned higher-order thinking, and
is influenced by the learner’s natural curiosity can
motivation.
contribute to motivation to
- Motivation to learn, in turn, is
influenced by the individual’s
learn.
emotional states, beliefs, - Intrinsic motivation is
interests goals, and habits of stimulated by tasks or
thinking.
optimal novelty and
difficulty, relevant to
personal interests, and
9. Effects of Motivation on Efforts
- Acquisition of -Without learner’s
complex motivation to
knowledge and learn , the
skills required willingness to
extended learner exert this effort is
effort and guided unlikely without
practice. coercion.
10. Developmental Influences on learning
• As individual 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.
11. Social Influences on Learning

• Learning is influenced by
social interactions ,
interpersonal relations and
communications with others.
Individual Differences Factors
These difference are caused by factors
like heredity, environment , race, sex,
age , and education. The document
outlines dimensions of individual
differences and educational implications,
such as tailoring curriculum, teaching
methods, activities , and grouping to
students’ varying abilities and needs.
Individual Differences Factors
12. Individual 13. Learning and
Differences in Diversity
Learning
- Learners have - Learning is most effective
when difference in
different strategies,
learners’ linguistic
approaches, and cultural , and social
capabilities for backgrounds are taken
learning that are a into account.
function of prior
experience and
14. Standards and Assessment

• Setting appropriately high and


challenging standards and
assessing the learner as well as
learning process – including
diagnostic , process and outcome
assessment – are integral parts
of the learning process.
Thank you

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