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    14 Teaching-Learning Process Principles

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    Thea Flores
    The document outlines 14 learner-centered psychological principles divided into four categories: cognitive and metacognitive, motivational and affective, developmental and social, and individual differences. The principles state that learning is most effective when it is an intentional process, learners can create meaningful representations of knowledge, new information can be linked to existing knowledge, and learning is influenced by both internal factors like motivation and external factors like environment and culture.

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    © All Rights Reserved
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    14 Teaching-Learning Process Principles

    Uploaded by

    Thea Flores
    64 views25 pages
    The document outlines 14 learner-centered psychological principles divided into four categories: cognitive and metacognitive, motivational and affective, developmental and social, and individual differences. The principles state that learning is most effective when it is an intentional process, learners can create meaningful representations of knowledge, new information can be linked to existing knowledge, and learning is influenced by both internal factors like motivation and external factors like environment and culture.

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    14 Teaching-learning process principles

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    The document outlines 14 learner-centered psychological principles divided into four categories: cognitive and metacognitive, motivational and affective, developmental and social, and individual differences. The principles state that learning is most effective when it is an intentional process, learners can create meaningful representations of knowledge, new information can be linked to existing knowledge, and learning is influenced by both internal factors like motivation and external factors like environment and culture.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    64 views25 pages

    14 Teaching-Learning Process Principles

    Uploaded by

    Thea Flores
    The document outlines 14 learner-centered psychological principles divided into four categories: cognitive and metacognitive, motivational and affective, developmental and social, and individual differences. The principles state that learning is most effective when it is an intentional process, learners can create meaningful representations of knowledge, new information can be linked to existing knowledge, and learning is influenced by both internal factors like motivation and external factors like environment and culture.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 25

    14 teaching-learnin

    g process principle
    s
    Sol Althea Flores
    ACTIVITY
    4 groups
    Learner-centered psychologi
    cal principles
    ASPECTS:
    1. Focuses on psychological factors that are primarily
    internal to and under control of the learner
    2. Intended to deal with holistically with learners, in t
    he context of real-world learning situations
    3. Divided into a) cognitive and metacognitive, b) m
    otivational and affective, c) developmmetal and soci
    al and d) individual difference factors
    4. Intended to apply to all learners
    14 LEARNER-CENTERED PSY
    CHOLOGICAL PRINCIPLES: C
    OGNITIVE AND METACOGNITI
    VE
    Cognitive- of, relating to, or involving conscious mental activities
    (such as thinking, understanding, learning, and remembering)
    Metacognitive- awareness or analysis of one's own learning or th
    inking processes
    1. Nature of the learning p
    rocess
    "The learning of complex subj
    ect matter is most effective w
    hen it is an intentional proces
    s of constructing meaning fro
    m information and experienc
    e."
    2. Goals of the learning pr
    ocess
    "The successful learner, over ti
    me and with support and instr
    uctional guidance, can create
    meaningful, coherent represen
    tations of knowledge."
    3. Construction of knowledg
    e
    "The successful learner ca
    n link new information wi
    th existing knowlegde in
    meaningful ways."
    4. Strategic thinking

    "The successful learner can


    create and use a repertoire
    of thinking and reasoning str
    ategies to achieve complex l
    earning goals."
    5. Thinking about thinking

    "Higher order strategies for s


    electing and monitoring ment
    al operations facilitate creativ
    e and critical thinking."
    6. Context of learning

    "Learning is influenced by e
    nvironmental factors includi
    ng culture, technology and i
    nstructional practices."
    14 LEARNER-CENTERED PSY
    CHOLOGICAL PRINCIPLES: M
    OTIVATIONAL AND AFFECTIV
    E
    Motivational- the condition of being eager to act or work : the c
    ondition of being motivated
    Affective- relating to, arising from, or influencing feelings or em
    otions
    7. Motivational and emotion
    al influences on learning
    "What and how much is learned is i
    nfluenced by the learner's motivati
    on. Motivation to learn, in turn, is i
    nfluenced by the individual's emoti
    onal states, beliefs, interests and g
    oals and habits of thinking."
    8. Intrinsic motivation to
    learn
    "The learner's creativity, higher order t
    hinking and natural curiosity all contrib
    ute to motivation to learn. Intrinsic mo
    tivation is stimulated by tasks of optim
    al novelty and difficulty, relevant to per
    sonal interests and providing for perso
    nal choice and control."
    9. Effects of motivation on
    effort
    "Acquisition of complex knowledg
    e and skills requires extended lear
    ner effort and guided practice. Wit
    hout learners' motivation to learn,
    the willingness to exert this effort i
    s unlikely without coercion."
    14 LEARNER-CENTERED PSY
    CHOLOGICAL PRINCIPLES: D
    EVELOPMENTAL AND SOCIAL
    Developmental- designed to help a child grow or learn
    Social- relating to or involving activities in which people spend ti
    me talking to each other or doing enjoyable things with each ot
    her
    10. Developmental influence
    s on learning
    "As individuals develop, there are di
    fferent opportunities and constraint
    s for learning. Learning is most effec
    tive when differential development
    with and across physical, intellectual
    , emotional and social domain is tak
    en to account."
    11. Social influences on le
    arning
    "Learning is influenced by s
    ocial interaction, interpers
    onal relations, and commu
    nication with others."
    14 LEARNER-CENTERED PS
    YCHOLOGICAL PRINCIPLES:
    INDIVIDUAL DIFFERENCES
    Individual differences- unique traits of each individual
    12. Individual differences
    on learning
    "Learners have different str
    ategies, approaches and ca
    pabilities for learning that
    are a function of prior expe
    rience and heredity."
    13. Learning and diversity

    "Learning is most effective


    when differences in learne
    rs' linguistic, cultural and s
    ocial backgrounds are tak
    en into account."
    14. Standards and assessmen
    t
    "Setting appropriately high and c
    hallenging standards and assessi
    ng the learner as well as learning
    progress-- including diagnostic, pr
    ocess, and outcome assessment--
    are integral parts of the learning
    process."
    Alexander & Murphy's s
    ummary of the 14 psych
    ological principles
    The five areas of learning
    • The knowledge base. E • Strategic processing an
    xisting knowledge serve d control. Learners can
    s as foundation of all fu develop skills to develo
    ture learning. Learner's p and regulate their tho
    previous knowledge will ughts and behaviors in
    influence new learning. order to learn more effe
    ctively.
    • Motivation and effect. • Development and indiv
    Factors such as intrinsic idual differences. Learn
    motivation, reasons for ing is a unique journey f
    wanting to learn, perso or each person because
    nal goals, and enjoyme each learner has his ow
    nt of learning tasks all h n unique combination o
    ave a crucial role in the f genetic and envcironm
    learning process. ental factors that influe
    nce them.
    • Situation or context. Le
    arning happens in the c
    ontext of society as well
    as within an individual.

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