Unit 2-Focus On Laerner: Module Overview

Study Guide in Prof.Ed.
103-Facilitating Learner Centered-Teaching Module 2: Unit 2- Focus on Learner
Module No.2
Unit 2- Focus on Laerner
MODULE OVERVIEW
Development is the series of age-related changes that happen throughout a life span.
Several famous psychologists, including Sigmund Freud, Erik Erikson, Jean Piaget, and Lawrence
Kohlberg, describe development as a series of stages. A Stage is a period in development in which
people exhibit typical behavior patterns and establish particular capacities. The various stage
theories share three assumptions:
People pass through stages in a specific order, with each stage building on capacities developed in
the previous stage. Stages are related to age. Development is discontinuous, with qualitatively
different capacities emerging in each stage.
LEARNING OBJECTIVES
1. Give the 14 psychological principles?

2.. Define the meaning of the learning process?
LEARNING CONTENTS
A. REVIEW Of THE DEVELOPMENT THEORIES
Piaget's Stages of cognitive theories
Jean Piaget's theory of cognitive development suggests that children move through four
different stages of mental development. His theory focuses not only on understanding how children
acquire knowledge, but also on understanding the nature of intelligence.
• Sensorimotor stage: birth to 2 years

• Preoperational stage: ages 2 to 7
• Concrete operational stage: ages 7 to 11
• Formal operational stage: ages 12 and up
Erik Erikson's Stages of Psychosocial Development
Erik Erikson was an ego psychologist who developed one of the most popular and
influential theories of development. While his theory was impacted by psychoanalyst Sigmund
Freud's work, Erikson's theory centered on psychosocial development rather than psychosexual
development.
The stages that make up his theory are as follows:1
Stage 1: Trust vs. Mistrust
PANGASINAN STATE UNIVERSITY 1

Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 2: Unit 2- Focus on Learner
Stage 2: Autonomy vs. Shame and Doubt

Stage 3: Initiative vs. Guilt
Stage 4: Industry vs. Inferiority
Stage 5: Identity vs. Confusion
Stage 6: Intimacy vs. Isolation
Stage 7: Generativity vs. Stagnation
Stage 8: Integrity vs. Despair
Vygotsky's Sociocultural Theory

The work of Lev Vygotsky (1934) has become the foundation of much research and theory
in cognitive development over the past several decades, particularly of what has become known as
sociocultural theory.
Vygotsky's sociocultural theory views human development as a socially mediated process
in which children acquire their cultural values, beliefs, and problem-solving strategies through
collaborative dialogues with more knowledgeable members of society. Vygotsky's theory is
comprised of concepts such as culture-specific tools, private speech, and the Zone of Proximal
Development.
B. Student Diversity
The following 14 psychological principles pertain to the learner and the learning process.
The 14 principles are divided into those referring to

- Cognitive and metacognitive
- Motivational and affective
- Developmental and social
- Individual difference factors
A. Cognitive and Metacognitive
Nature of Learning Process

> the learning of complex subject matter is most effective when it is
aninternational process of constructing meaning from information andexperience.
2. Goals of the Learning Process

> the successful learner, over time and with support and instructional guidance,can create
meaningful, coherent representations of knowledge.
3. Construction of Knowledge
> the successful learner can link new information with existing knowledge inmeaningful ways.
Knowledge widens and deepens as students continue to build links betweennew information and
experiences and their existing knowledge base.
4. Strategic Thinking
> the successful learner can create and use a repertoire of thinking and reasoningstrategies to
achieve complex learning goals. Successful learners use in their approach to learning
reasoning, problemsolving, and concept learning
5. Thinking about thinking

> Successful learners can reflect on how they think and learn, set reasonablelearning or

performances goals, select potentially appropriate learningstrategies or methods, and monitor

their progress towards these goals.
6. Context of Learning
> Learning is influenced by environmental factors, including culture, technologyand instructional
practices.
B. Motivational and Affective Factors
FACILITATING LEARNING INTRODUCTION
7. Motivational and emotional influences on learning

> the rich internal world of thoughts, beliefs, goals, and expectation for successor failure can
enhance or interfere with the learner’s quality of thinking andinformation processing
8. Intrinsic motivation to learn

> Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty,relevant to
personal interests, and providing for personal choice andcontrol.
9. Effects of motivation on effort
> Effort is another major indicator of motivation to learn. The acquisition ofcomplex knowledge
and skills demands the investment of considerablelearner energy and strategic effort, along
with persistence over time.
C. Developmental and Social Factors
10. Developmental influences on learning

> learning is most effective when differential developmental within and acrossphysical,
intellectual, emotional, and social domains is taken into account.
> Individuals learn best when material is appropriate to their developmentallevel and is presented
in an enjoyable and interesting way.
11. Social influence on learning

> Learning can be enhanced when the learner has an opportunity to interact and tocollaborate with
others on instructional tasks.
D. Individual Differences Factors
12. Individual differences in learning

> Individuals are born with and develop their own capabilities and talents.
> Educators need to help students examine their learning preferences andexpand or
modify them, if necessary.
13. Learning and diversity

> the same basic principles of learning, motivation, and effective instructionapply to all learners.
14. Standards and assessment

> Assessment provides important information to both the learner and teacher atall stages of the

learning process.
LEARNING POINTS
A learning continuity plan seeks to ensure that students’ learning progresses even amidst
disasters such as natural calamities, storms, fires, and pandemics. This plan overcomes obstacles
created by the disasters through innovative means of teaching and learning, keeping students on
track with their courses. With today’s COVID-19 pandemic, the main obstacle that has to be
overcome is the need for social distancing, making face-to-face interaction impossible. Therefore,
any learning continuity plan to be implemented today has to account for this limitation.
A widely applied approach to second or foreign language teaching and training that
addresses immediate and very specific needs of learners who need that language as a tool in their
education, training, or job. Needs analysis is the underlying "driver" for the development of LSP
programs. For example, English native speaking nurses who work in hospitals with a high
percentage of patients whose native language is Spanish might have to study Spanish for the very
specific purpose of communication between nurses and patients. Students are encouraged to take
active roles in their learning and question what they have been taught. This is likened to negotiated
syllabus about which Hyland (2009) writes, "A negotiated syllabus means that the content of a
particular course is a matter of discussion between teacher and students, according to the wishes
and needs of the learners in conjunction with the expertise, judgment, and advice of the teacher"
LEARNING ACTIVITIES
Review Exercises

Name: _________________________________ Date: _________

Year & Section__________________________ Score: __________
Essay
1. Examine the meaning of learner and applied it to the Centered Psychological Principle?
2. What are the focuses of the Centered Psychological Principle?
3. Explain each theory based on what you read in this module
REFERENCES

Maryellen Weimer
Learner-Centered Teaching: Five Key Changes to Practice
By Erik H. Erikson Childhood and Society
Dale H. Schunk
Learning Theories: An Educational Perspective
edited by Robert W. Cole W. Cole Educating Everybody's Children: Diverse Teaching

Strategies for Diverse GTeaching Strategies
Prepared by : DR. GLORIA M. CAPANANG

Faculty, professional Education Dept.

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Study Guide in Prof.Ed.

103-Facilitating Learner Centered-Teaching Module 2: Unit 2- Focus on Learner

Unit 2- Focus on Laerner

1. Give the 14 psychological principles?

A. REVIEW Of THE DEVELOPMENT THEORIES

Piaget's Stages of cognitive theories

• Sensorimotor stage: birth to 2 years

Erik Erikson's Stages of Psychosocial Development

The stages that make up his theory are as follows:1

Stage 1: Trust vs. Mistrust

PANGASINAN STATE UNIVERSITY 1

Stage 2: Autonomy vs. Shame and Doubt

Vygotsky's Sociocultural Theory

The 14 principles are divided into those referring to

A. Cognitive and Metacognitive

Nature of Learning Process

2. Goals of the Learning Process

5. Thinking about thinking

PANGASINAN STATE UNIVERSITY 2

performances goals, select potentially appropriate learningstrategies or methods, and monitor

B. Motivational and Affective Factors

FACILITATING LEARNING INTRODUCTION

7. Motivational and emotional influences on learning

8. Intrinsic motivation to learn

9. Effects of motivation on effort

C. Developmental and Social Factors

10. Developmental influences on learning

11. Social influence on learning

D. Individual Differences Factors

12. Individual differences in learning

13. Learning and diversity

14. Standards and assessment

PANGASINAN STATE UNIVERSITY 3

PANGASINAN STATE UNIVERSITY 4

Name: _________________________________ Date: _________

2. What are the focuses of the Centered Psychological Principle?

3. Explain each theory based on what you read in this module

PANGASINAN STATE UNIVERSITY 5

By Erik H. Erikson Childhood and Society

edited by Robert W. Cole W. Cole Educating Everybody's Children: Diverse Teaching

Prepared by : DR. GLORIA M. CAPANANG

PANGASINAN STATE UNIVERSITY 6

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Name: _________________________ Date: _