Chapter 1:

Learner-Centered
Psychological Principles
Cognitive┃Metacognitive┃Motivational┃Affective┃Developmental┃ Social┃Individual difference
 Learner-Centered Psychological Principles
focuses on psychological factors that are primarily internal to
and under the control of the learner rather than conditioned
habits or physiological factors.

14 Learner-Centered Principles is categorized by:

Cognitive and Metacognitive Factors

Motivational and Affective Factors

Developmental and Social Factors

Individual Difference Factors

Cognition Vs. Metacognition
Cognition
can simply be defined as all mental processes and abilities in which
people engage on a daily basis such as memory, learning, problem-
solving, reasoning and decision making.

Metacognition
is often defined as thinking about thinking. It allows us to complete
a given task well through planning, monitoring, evaluating and
comprehending.
 Example:
Imagine a child who is completing a mathematical question. The cognitive
process would allow the child to complete the task. However, the
metacognition would double check through monitoring and evaluating the
answer. In this sense, metacognition helps to verify and build the confidence
of the child. This is why it can be said that metacognition helps successful
learning.
 Cognitive and Metacognitive Factors

Cognitive factors refer to characteristics of the person that affect

performance and learning. These factors serve to modulate performance such
that it may improve or decline. These factors involve cognitive functions like
attention, memory, and reasoning (Danili & Reid, 2006).

Metacognitive factors
• Planning
• Monitoring
• Evaluating
A. Nature of the learning process
 The learning of complex subject matter is most effective when it is an
intentional process of constructing meaning from information and
experience.

 It is important to establish intentional learning process for learners to

achieve successful learning.

 Successful learners are active, goal-oriented, self-regulating, and assume

personal responsibility for contributing to their own learning.
B. Goals of the learning process
 The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.

 The teachers’ goals must correspond to the learners’ goals

 The attainment of Learners’ short-term goals leads to long term goals

with the help the Teachers.
C. Construction of knowledge
 The successful learner can link new information with existing knowledge
in meaningful ways.

 Constructivism - the theory that says learners construct knowledge

rather than just passively take in information.

 It is the responsibility of the Teacher to expose learners to opportunities

where they can experience and observe to develop new ideas.
D. Strategic thinking
 The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals

 Learners has a variety of study habits that fits to their abilities,

personalities and capacities.

 The role of the teacher is to assist learners in developing, applying, and

assessing their strategic learning skills.
E. Thinking about thinking
 Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.

 Also known as Metacognition which centrally focuses to three main

points: Planning, Monitoring and Evaluating

 Use instructional methods that focus on helping learners develop these

higher order strategies to enhance learning and personal responsibility for
learning.
F. Context of learning
 Learning is influenced by environmental factors, including culture,
technology, and instructional practices.

 Learning does not occur in a vacuum

 Make the classroom environment nurturing to have significant impacts

on student learning.
 Motivational and Affective Factors
Motivational Factors

In the context of learning, motivation influences the direction, intensity,

persistence, and quality of the learning behaviors in which students engage.

Relevance: Expectations: Beliefs

Perceived Value of the about succeeding in the
learning task. learning task.

Motivation:
Balances
Relevance and Expectations
Affective Factors
It includes emotion, feeling, mood, manner, attitude and so on. All these
factors, especially, motivation, self-confidence and anxiety, decide the input
and output.
 G. Motivational and Emotional influences in learning

 Motivation is described as a state that energizes, directs and sustains

Motivational

behavior

 Motivation involves goals and requires activity which provide the

impetus for and the direction of action, while action entails effort:
persistence in order to sustain an activity for a long period of time.
Motivational

 The motivated student has the inner strength to learn, to discover and
capitalize on capabilities, to improve academic performance and to adapt
to the demands of the school context.
  Emotions are an embodied response to a stimulus (whether real or
perceived, external or internal) and are experienced along a continuum
from positive to negative.
Emotional

 Emotions activate the reward system of the brain, make the experience
desirable, and aid in focus and attention.
  Emotions are inherently linked to and influence cognitive skills such as
Emotional

attention, memory, executive function, decision-making, critical thinking,

problem-solving and regulation, all of which play a key role in learning.
 H. Intrinsic and Extrinsic motivation to learn

Intrinsic Motivation
 defined as a motivation to participate in an activity based on meeting an
external goal, garnering praise and approval, winning a competition, or
receiving an award or payment.

Example:
• Going for a run because it is fun and makes you happy
 H. Intrinsic and Extrinsic motivation to learn

Extrinsic Motivation
 defined as a motivation to participate in an activity based on meeting an
external goal, garnering praise and approval, winning a competition, or
receiving an award or payment.

Example:

• Going for a run to increase your chances at winning a competition.

I. Effects of Motivation in effort

 For example, motivated students often make a determined struggle to

really know classroom material-to study it meaningfully-and think how
they might use it in their personal breathes. The more students are driven
to attain academic achievement, the more they will pleased of an A and
disappointed by a less grade. Meaning to say results and motivation is
severely proportionate to each other
 Lesson 2
Developmental and Social Factors
&
Individual Differences Factors
Developmental and Social Factors
 Developmental influences in learning
 Social influences in learning
Individual Differences Factors
 Developmental influences in learning
 Social influences in learning
 Developmental and Social Factors
J. Developmental influences on learning
 This principle refers to individual development within and across
physical, intellectual, emotional, and social domain that influences on
learning.

 Teachers should be knowledgeable of the various developmental

milestones of the learners.
 Developmental and Social Factors
K. Social influences on learning
 In this principle, Learning is influenced by social interactions,
interpersonal relations, and communication with others.

 Interact to a community of diverse people.

 Individual Differences Factors
L. Individual differences in learning
 This principle refers to individual development within and across
physical, intellectual, emotional, and social domain that influences on
learning.

 Teachers should be knowledgeable of the various developmental

milestones of the learners.
 Individual Differences Factors
M. Learning and Diversity
 Learning is most effective when differences in learner’s linguistic,
cultural and social backgrounds are taken in to account.

 Language
 Culture
 Individual Differences Factors
N. Standards and 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.
Questions

Nash is very good at solving mathematical problems. He performs a self-test

daily by solving at least 10 problems to enhance his problem-solving skills.
What principle does Nash exhibit?

A. Goals of the learning process

B. Context of learning
C. Thinking about thinking
D. Strategic thinking
Questions

Junior Level Science Scholarship is a most pursued scholarship because of its

beneficial factors and Nestor aims to pass the examination. In order to pass he
study hard for the examination. What principle does Nestor possessed?

A. Nature of the learning process

B. Strategic thinking
C. Goals of the learning process
D. Construction of knowledge
Questions

Teacher Amy gave the group performance task to the class. As a leader, Ashley
gathers her members to plan thoroughly on how to complete the task
successfully. Ashley portrays the principle of?

A. Thinking about thinking

B. Nature of the learning process
C. Context of the learning
D. Construction of knowledge
Questions

When it comes to Mathematics Jay is always enthusiastic listen. He is also

participating in the class discussion through recitation and eager to know more.
Jays’ initiative behavior to learn is an example of what principle?

A. Construction of knowledge
B. Nature of the learning process
C. Goal of the learning process
D. Context of learning
Questions

Which scenario does Motivational Factors affects student's learning?

A. Kureha is bullied because of his appearance but he excels in academics, so

he strive to be top of his class.
B. Setsuna is constantly reading and learning because she loves to do so.
C. Norn recently bought a marker, after so she used it in her studies.
D. Flare felt good after she got a massage and decided to study MADSTA.
Questions

Which scenario does Affective Factors affects student's learning?

A. Keyaru's mom felt sick, in order to provide for his brothers he studies hard.
B. Eve studies hard because she was promised a car if she got summa cum
laude.
C. Lexi studies hard because she's looking up to her brother Johnny and
wanted to like him in the near future.
D. Steve disgusts ignorance. So naturally he studies hard.
Questions

Which scenario is considered an Intrinsic Motivation for learning?

A. Loyyd loves being praised by his parents because of his achievements.

B. Nies loves to read because she enjoys it.
C. Ryan do his homework because he is expected to do so by his parents.
D. Qian fits well in the society because she does what is expected to him.
Questions

Which scenario is considered an Extrinsic Motivation for learning?

A. Annie does not conform to all the norms because she is free-minded.
B. Ahri does art because it let her show her imagination.
C. Akali learns dance moves and covers in order to build a name for herself to
make money.
D. Riven has little to no friends because she has opinions that is not
considered as common.
Questions

Alex has his own way of doing his activities and he does not often listen to the
instructions of his teacher. What kind of principle is this kind of situation?

A. Social influences on learning

B. Developmental influences on learning
C. Individual differences in learning
D. Standards And Assessment
Questions

Eddie is from Manila and he is going to transfer to a high school in Negros. He

is having trouble with the language, but luckily the teacher is always checking
up on him. Under what principle does this kind of situation suggest the most?

A. Learning and diversity

B. Social influences on learning
C. Developmental influences on learning
D. Individual differences in learning
Questions

Sarah is a bit lazy and often late in submitting activities because, growing up, it
was taught to her that being late is just okay. Under what Learner-Centered
Psychological Principles does this situation fall?

A. Social influences on learning

B. Individual differences in learning
C. Learning and diversity
D. Developmental influences on learning
Questions

Teacher Ana is having trouble constructing the scaffold of lessons to be given

to students because she rarely gives an assessment. This situation falls into the
principle of?

A. Standards and assessment

B. Social influences on learning
C. Developmental influences on learning
D. Individual differences in learning
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Thank You!