EDUCATION DEPARTMENT

PROF ED 201
(FACILITATING LEARNER-CENTERED TEACHING)

SUBJECT INSTRUCTOR:
SHEILAMAE A. RABOR, LPT
 MODULE 1
FACILITATING LEARNER-CENTERED TEACHING

Name:_______________________ Year & Course:_________________________

Subject Code:________________ Instructor: _____________________________

Lesson 1: Understanding Learner-Centered Teaching

 Take the Challenge!
In this module, challenge yourself to attain the following learning outcomes:
 Demonstrate knowledge and understanding of learner-centered teaching,
 Differentiate learner-centered teaching from other teaching approaches,
 Explain metacognition in your own words;
 Apply metacognitive strategies in your own quest for learning as a novice or an expert
learner.
ACTIVITY

 Write words to describe your own idea about learner-centered teaching.

LEARNER-CENTERED
TEACHING
 ANALYSIS

 Answer the following questions comprehensively.

 Why should you be an advocate of learner-centered teaching?

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 When you become a teacher, would you consider learner-centered teaching? Why? Defend your answer.

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ABSTRACTION

What is Learner- Centered Teaching?

 Teaching is an interactive process. The teacher acts as the learning facilitator while the learners are active participants
in the teaching-learning process. As a learning facilitator, the teacher provides the learners with varied opportunities to
enhance their knowledge, skills, and attitudes while emphasizing the 21 st century skills of collaboration, communication,
critical thinking and problem solving, and creative thinking and innovation.
In a nutshell, the concepts of learner-centered teaching can be summed up in the acronym I CARED

I- Interactive
Innovative
Interdisciplinary

C- Collaborative
Contextualized
A- Active
Authentic

R- Responsive
Relevant
E- Exploratory
Experiential
D- Developmentally appropriate
 As learning facilitators, teachers must creatively plan varied interactive learning activities i the classroom. These activities
should be in the context of learners’ developmental stages, need, skills, abilities, interests, feelings, cultures, lives, and
experiences. As a result, learner will become active participants in the classroom who can apply what they have learned to solve
real problems.

APPLICATION

1. Come up with a graphic organizer that will describe what you have learned about learner-centered teaching. Write one-
paragraph descriptive essay to explain the organizer you prepared.

Below is the four-point scale rubric in evaluating your task.

4 3 2 1

CRITERIA (Distinguished) (Proficient) (Basic) (Unacceptable)

Content Accuracy All ideas and thoughts Most ideas and Some ideas and ideas and thoughts are
are correct and thoughts are correct thoughts are correct correct an insightful.
insightful. an insightful. an insightful.
No reference is made
The learners provided For the most part, the The explanations of to literature or theory.
an accurate learners provided key concepts are
There is little or no
explanation of key accurate and complete incomplete or
evidence of valid
concepts, drawing explanations of key inaccurate and taken
research.
upon relevant concepts, drawing from some references
literature. upon relevant or sources.
literature.

Organization It is extremely well- It is generally well- It is somewhat It is poorly organized.

organized. organized. organized.
It does not clearly show
The organization The organization The organization understanding of the
reveals important reveals some demonstrates minimal connections between
connections between connections between understanding of the the ideas and insights.
ideas and ideas. connections between
demonstrates a the ideas and insights
thorough analysis of
content.

Presentation Appealing; clear; Clear and legible Lacks clarity; some Not legible; difficult to
graphic elements are words are hard to read understand
carefully drawn; words
clearly written.
 Total Points

Lesson 2: Metacognition
Introduction: Metacognition is such a long word. What does it mean? You will find this out in this module.
It is the first module so you get to understand it and apply it from the very beginning of this book.

ACTIVITY

Answer the following questionnaire. Put check in the column that best describes what is true to you.

Part 1

Alway Sometimes Never Your

s (5) (0) Score
(10)
1. I exert effort to find out why I need to do a particular task.
2. I reward myself when I work.
3. I see to it that I give myself regular breaks from works.
4. I am able to keep my concentration and does not let my mind
“drift away.”
5. I have ways of dealing with distractions.
6. I am willing to do work I do not enjoy because I see it as
important.
7. I seek clarification from the teacher about her expectations and
standards.
8. I go to tutorials to improve my school work
Part 2

Always Sometimes Never Your

(10) (5) (0) Score
1. I make a weekly timetable for the school work I need to
accomplish
2. I make a review schedule for examinations.
3. I plan to get the necessary resources and equipment prior to
starting work.
4. I submit all my assignment on time.
5. I have a place to work where I won’t be disturbed.
6. I have time for family commitments and relaxation as well as
studying
7. I prioritize tasks which should be done first, second and so on.
8. I make lists of things to do.
9. I make a list of valuable references with bibliographic details,
page numbers of quotes and so on.
10. I review my work before submitting it.

Part 3

Always Sometimes Never Your

(10) (5) (0) Score
1. I discuss work assignments with other students.
2. I share resources with other students.
3. I keep cuttings from newspapers and magazines which may be
of help to me.
4. I make sure I see TV programs which may be useful.
5. I read the topic assigned before a session
6. I ask questions and generally take part in group.
7. I listen out for key ideas when someone is talking.
8. When I am listening to someone is talking
9. When I am listening to someone, I try to anticipate what they
will say next.

Part 4

Always Sometimes Never Your

(10) (5) (0) Score
1. I get so worried about assignments that they make me feel ill.
2. This worry about assignments makes me feel depressed.
3. I feel miserable about doing assignments.
4. I let these concerns about the work get on top of me.
5. When I need to work, others always succeed in persuading me
to go out
6. I have difficulty in talking to others about my worries.
7. I ignore my personal fitness through worrying about
assignments
 8. The stress of assignments causes me to get behind and I never
seem to catch up.

Part 5

Always Sometimes Never Your

(10) (5) (0) Score
1. My notes indicate the main ideas, rather than merely repeat
what has been said.
2. I listen for key ideas when listening to a speaker.
3. I approach tutors for help.
4. I organize or file y notes regularly.
5. I re-write my notes under key ideas, headings, using numbering
or lettering schemes.
6. I have a shorthand technique of my own.
7. I underline or highlight key ideas so they stand out.
8. I decide before reading a book whether it is vital or background
reading.
9. I go over a book before diving into chapter one.
10. I check the contents page for relevance before reading a book.
11. I look for summaries at the end of chapters.

Part 6

Always Sometimes Never Your

(10) (5) (0) Score
1. I see to it that I understand what is really being asked for in the
assignment/project.
2. I need other references and read about the topic.
3. I make an outline/plan before doing my assignment/project.
4. I check for spelling mistakes.
5. My essays have clear introductions.
6. My essays have a conclusion.
7. I frequently check back to the title during the writing of an essay.
8. My essay/research paper has full set of references and a
bibliography
9. I review project/assignment before submitting it.
10. I request someone else to look at/read my project/assignment
before submitting it.
Adapted from Bradford University

Scoring
The six parts of the questionnaire pertain to the following aspects of study habits:
Part 1 Motivation
Part 2 Organizing and planning your work
Part 3 Working with others; Utilizing resources and feedback
Part 4 Managing school work stress
Part 5 Note-taking and reading
Part 6 Preparing an assignment/project
Use the scoring guide below:
Scoring for Part 1 Motivation
Score: 10 for always
5 for Sometimes
0 for Never
Feedback:
Scores from 55 to 80 mean that you do not appear to have many problems in getting down to work and keeping to it.
Scores from 31 to 50 mean that you sometimes get down to work but you can be distracted, you might not always be
certain why you have to work. You probably could benefit from learning some techniques that help you get down to work
more consistently and keep at it.
Scores of 30 below signify that you really do have problems in getting down to work. Unless you develop skills in this are
you are likely to have many unsatisfactory experiences as a student throughout your life. You need to take action.

Scoring for Part 2 Organizing and planning your work

Feedback:
Scores from 70 to 100 mean you are well- organized and plan ahead for you work.
Scores from 40 to 65 mean you are not as well-organized as you can be. Your time management may benefit from a
closer analysis.
Scores of 35 below mean you have little organization, probably deal with things as they happen, constantly doing things
at the last minute, often not getting work completed. You need to take action.

Scoring for Part 3 Working with others; Utilizing resources and feedback
Feedback:
Scores from 55 to 85 mean you make full use of resources available, listen well and take an active part in seminars.
Scores from 35 to 50 mean you probably collect resources, but you need to ask yourself how to use them more effectively.
Scores of 30 and below mean there are important resources around you that you are ignoring. You may not be hearing
much of what is being said. You need to know what are and what they have to offer. You need to take action.

Scoring for Part 4 Managing school work stress

Feedback:
Scores from 65 to 80 mean that although you sometimes get stressed and worried you have the skills of knowing how to
minimize problems and look after yourself.
Scores from 40 to 65 mean that you handle your anxieties and concerns moderately well but could develop skills to
manage them more effectively.
Scores of 35 and under mean that you are likely to get overwhelmed with your problems which will make you much less
effective as a student. You need to acquire the skills of managing your stress more effectively. You need to take action.

Scoring for Part 5 Note-taking and reading

Feedback:
Scores from 75 to 110 mean you prepare well and read efficiently, learning as you go. You waste little time reading
irrelevant materials.
Scores from 45 to 70 mean your reading and note taking skills are adequate, but could improve.
Scores of 40 and below mean your notes are likely to be of little use to you, if they exist at all. You spend a lot of reading
or sitting in but come home with very little. You need to become more selective in what you read or write down. You
need to take action.
Scoring for Part 6 Preparing an assignment/project
Feedback:
Scores from 70 to 100 mean that your essays are well thought out, researched and clearly written.
Scores from 40 to 65 mean that there is a room for improvement although you do demonstrate some skills.
Scores of 35 and below mean that you probably wonder why your essays always get such low marks. Resources and
support are available to help you improve your essay writing skills. Take action now.

MY SCORE IN THE STUDY HABITS QUESTIONNAIRE

Aspect of Study Habits My Score Interpretation

Part 1 Motivation
Part 2 Organizing and Planning Your
Work
Part 3 Working with others, Utilizing
Resources and Feedback
Part 4 Managing School Work Stress
Part 5 Note-taking and Reading
Part 6 Preparing an Assignment/Project

ANALYSIS

What did you discover about yourself using this questionnaire?

What aspects are you strong in? What aspects do you need to improve in?
ABSTRACTION
Learning

 It is relatively permanent change in one’s behavior as a result of his interaction in the environment.
3 important Concepts in Learning

1. CHANGE
Learning involves change in knowledge or behavior.
Example: If a rat is lost in a maze; it produces an array of attempts to look for its way out. For several times, it
does the same thing until it finally gets its way out.
Nothing about the maze has changed for it remains the same. Everything else in the rat’s situation has remained
unchanged EXCEPT the RAT.

Behaviorist Theorist- Learning consists of changes in behavior.

Cognitive Theorist- Learning involves changes in knowledge.

2. Behavior-The changes brought about by learning are relatively permanent.

However, changes in making responses can be produced by other factors aside from learning.
Example: changes brought about by drives, fatigues, disease and injury dissipate rapidly
Drugs can also produce changes in responding but can also dissipate when the drugs wear off.

3. Previous Experience – Learning results from previous experience. Therefore, learning involves experience.

METACOGNITION
Coined by John Flavell
Means “thinking about thinking” or “learning about learn”
It involves higher order thinking which involves active awareness and control over the cognitive process engaged
in learning.
3 Categories of Metacognitive Knowledge

1. Person variables
This includes how one views himself as a learner and thinker.
Refers to knowledge about how human beings learn and process information, as well as individual knowledge
of one’s own learning processes. …..

Example: You may be aware that you study more effectively if you study very early in the morning than late in
the evening.
2. Task variables
Include knowledge about the nature of the task as well as the type of processing demands that it will place upon
the individual
It is about knowledge what exactly needs to be accomplished, gauging its difficult and knowing the kind of effort
it will demand from you.
Example: You may be aware that it takes more time for you to read and comprehend a book in educational
philosophy than it is for you to read and comprehend a novel.
3. Strategy variables
Involve awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective
 Meta-attention- the awareness of specific strategies so that you can keep your attention focused on the topic or
task.
Meta-memory-your awareness of memory strategies that work best for you.
METACOGNITIVE STRATEGIES TO FACILITATE LEARNING
Here are some of teaching strategies to develop metacognition:
(Work hard on applying these strategies now in your role as a student. It will surely be a rewarding learning experience
for you.)

1. Have students MONITOR their own learning and thinking. (Example: have a student monitor a peer’s
learning/thinking/behaving in dyad.)
2. Teach students study or learning strategies
TQLR- This can be taught to younger students (primary grades). It is metacognitive strategy before listening to a story
or presentation.

T is for Tune in. It is first important for the learner himself to be aware that he is paying attention, and that he is ready to
learn.
Q is for Question. The learner is given questions or he thinks of questions about what he will soon learn.
L is for Listen. The learner then intentionally exerts effort to listen. He becomes aware if he is momentarily detracted
and goes back to listen again.
R is for Remember. The learner uses ways or strategies to remember what was learned.

PQ4R-This is usually for older students in the intermediate levels and onwards. This strategy is used to study a unit or
chapter.

P-Preview. Scan the whole chapter before delving on each paragraph. Check out the objectives. Look for outlines or
advance organizers that will give you an idea about the important topics and ideas in the chapter. Read the summary of
the chapter first. (But please don’t stop at the summary alone. NO.NO.NO. This is not a good idea at all. Read the whole
chapter!)
Q-Question. Read the guide questions provided, or think of your own questions about the topic.
R-Read. Check out sub headings as you read. Pay attention on words that are printed in bold or italicized. Find out the
meaning of words that are not clear to you. Use a marker or colored pencil to highlight important words or phrases. (Do
not highlight the whole paragraph!)
R-Recite. Work on answering the questions you had earlier.
R-Review. Pinpoint topics you may need to go back to and read in order to understand better.
R-Reflect. Think about what you read. Is everything clear to you? What are the main points you learned? How is this
relevant or useful to you?

3. Have students make prediction about information to be presented next based on what they have read.
4. Have students relate ideas to existing knowledge structures. (It is important to have relevant knowledge structures
well learned.)
5. Have students develop questions; ask questions of themselves, about what’s going on around them.
6. Help students to know when to ask for help.
7. Show students how to transfer knowledge, attitudes, values, skills to other situation or tasks.
 NOVICE AND EXPERT LEARNER

ASPECT OF LEARNING NOVICE LEARNERS EXPERT LEARNER

Knowledge in different subject areas Have limited knowledge in the Have deeper knowledge in
different subject areas different subject areas because
they look for interrelationships
in the things, they learn
Problem solving Satisfied at just scratching the First try to understand the
surface; hurriedly gives a problem, look for boundaries,
solution to the problem and create a mental picture of
the problem
Learning/thinking Strategies Employ rigid strategies that may Design a new strategy that
not be appropriate to the task at would be appropriate to the task
hand at hand
Selectivity in Processing Attempt to process all Select important information to
information they receive process; able to breakdown
information to manageable
chunks
Production of output Do not examine the quality of Check their errors and redirect
their work, nor stop to make their efforts to maintain quality
revisions output

PHILOSOPHICAL PERSPECTIVES

Teacher-centered philosophies
 Teacher-centered philosophies are those that transfer knowledge from one generation of teachers to the next. In teacher-
centered philosophies, the teacher’s role is to impart a respect for authority, determination, a strong work ethic,
compassion for others, and sensibility. Teachers and schools succeed when students prove, typically through taking
tests, that they have mastered the objectives they learned.

Essentialism (William Bagley)

 Going back to the basics
 Focus on 3Rs (reading, writing and arithmetic)
 Subject matter is the center of the educational process.
 The teacher is the authority, a master of his/her discipline.
-Essentialism is the educational philosophy of teaching basic skills. This philosophy advocates training the mind.
Essentialist educators focus on transmitting a series of progressively difficult topics and promotion of students to the next
level or grade. Subjects are focused on the historical context of the material world and culture, and move sequentially to
give a solid understanding of the present day. This philosophy stresses core knowledge in reading, writing, math, science,
history, foreign language, and technology. The tools include lecturing, memorization, repetition, practice, and
assessment.

Perennialism (Robert Hutchins)

 Maintains that education involves confronting the problems and questions that have challenged people over the
centuries.
 Thus, there is a need to study classical tradition of great books.
 Views education as a recurring process based on eternal truths.
 -Perennialism is the educational philosophy that the importance of certain works transcends time. Perennial works
are those considered as important and applicable today as they were when they were written, and are often referred
to as great books. Common examples include Melville’s Moby Dick, Shakespeare’s Macbeth, Dickens’s Great
Expectations, and Dante’s Inferno. Perennialism is sometimes referred to as “culturally conservative,” because it
does not challenge gender stereotypes, incorporate multiculturalism, or expose and advocate technology, as would
be expected of contemporary literature.

-the goal of a perennialist education is to teach students to think rationally and develop minds that can think critically.
A perennialist classroom aims to be a closely organized and well-disciplined environment, which develops in students
a lifelong quest for the truth. Perennialists believe that education should epitomize a prepared effort to make these
ideas available to students and to guide their thought processes toward the understanding and appreciation of the
great works, works of literature written by history’s finest thinkers that transcend time and never become outdated.

Learner-centered philosophies
Student-centered philosophies focus more on training individual students. These philosophies place more emphasis on
the individuality of students and helping them to realize their potential. A student-centered classroom may be less rigid
or structured, less concerned about past teaching practices and drilling academics, and more focused on training
students for success in an ever-changing world. Students and teachers typically decide together what should be learned,
as well as how this can best be achieved.

Progressivism (Francis W. Parker)

 Education should focus on the whole child
 Learner is a problem solver who makes meanings through experience
 A learner learns well if trough active interplay with others
 “Learning by doing principle”
 Involves participation of students and allows them to exercise freedom and moral powers
The progressivist classroom is about exploration and experience. Teachers act as facilitators in a classroom where
students explore physical, mental, moral, and social growth. Common sights in a progressivist classroom might
include: small groups debating, custom-made activities, and learning stations. Teachers typically walk freely among
the groups, guiding them using suggestions and thought-provoking questions.
Existentialism (Soren Kierkegaard
- Existentialism promotes attentive personal consideration about personal character, beliefs, and choices. The primary
question existentialists ask is whether they want to define who they are themselves, or whether they want society to
define them. Although freedom and individuality are highly valued American principles, existentialists argue that there
is an underlying message of conformity. Rather than the belief that the mind needs to understand the universe,
existentialists assume that the mind creates its universe. Their beliefs incorporate the inevitability of death, as the
afterlife cannot be experienced personally with the current senses, focusing on the fact that the experience we have of
the world is temporary and should be appreciated as such.
- Education from an existentialist perspective place the primary emphasis on students’ directing their own learning.
Students search for their own meaning and direction in life as well as define what is true and what is false, what is
pleasant and satisfying, what is unpleasant and dissatisfying, and what is right or wrong. The goal of an existentialist
education is to train students to develop their own unique understanding of life.

- An existentialist classroom typically involves the teachers and school laying out what they feel is important and allowing
the students to choose what they study. All students work on different, self-selected assignments at their own pace.
Teachers act as facilitators, directing students in finding the most appropriate methods of study or materials, and are
 often seen as an additional resource, alongside books, computers, television, newspapers, and other materials that are
readily available to students.

- By focusing on student-centered philosophies school systems and educators will be able to make necessary changes
to create effective and life transforming environments for students.

Social Reconstructivism (George Counts & Harold Rugg

 Students are encouraged to become involved in the problems whether political, social, or economical that
confront the society and be able to arrive at solutions in order to reconstruct society.

-Social reconstructionism is an educational philosophy that views schools as tools to solve social problems. Social
reconstructionist reason that, because all leaders are the product of schools, schools should provide a curriculum that
fosters their development. Reconstructionist not only aim to educate a generation of problem solvers, but also try to
identify and correct many noteworthy social problems that face our nation, with diverse targets including racism, pollution,
homelessness, poverty, and violence. Rather than a philosophy of education, reconstructionism may be referred to as
more of a remedy for society that seeks to build a more objective social order.

-the reconstructionist classroom contains a teacher who involves the students in discussions of moral dilemmas to
understand the implications of one’s actions. Students individually select their objectives and social priorities and then,
with guidance from the teacher, create a plan of action to make the change happen.

DIMENSIONS OF LEARNER-CENTERED TEACHING

In teaching, consider the following questions:
* What is the role of the teacher?
* What is the balance of power?
* What is the function of content?
* Whose responsibility is it for learning?
* What is the purpose and process of evaluation?

Most respond to these questions from a traditional point of view. The teacher gives students content to learn. Evaluation is for
students to show teacher what they know. The teacher has all the power. However, in the learner- centered approach, it is
totally different.
What does learner-centered teaching (LCT) look like in practice? Phyllis Blumberg (2009) developed the rubric below that
contrast’s teacher-centered and learner-centered approaches to teaching.

Dimension Definition of this An Essential Teacher- centered Learner-centered

dimension Component Approach Approach
The Function Content includes building a Level to which students Teacher allows students Teacher encourages
of Content knowledge base, how the engage content. to memorize content. students to transform and
teacher and the students use reflect on most the content
the content. to make their own meaning
out of it.
The Role of the An essential role of the Teacher uses teaching Teacher: Teacher intentionally
Teacher instructor is to assist and learning methods * Does not have specific uses various teaching
students to learn. appropriate for student learning goals and learning methods
learning goals. and/or that are appropriate for
* Uses teaching and student learning goals.
learning methods that
conflict with learning
goals
 The Students should assume Responsibility for learning Teacher assumes all Teacher provides
Responsibility greater responsibility for should rest with the responsibility for increasing opportunities
for Learning their own learning over students. students learning for students to assume
time. (provides content to responsibility for their
memorize, does not own learning, leading to
require students to achievement of stated
create their own learning objectives.
meaning of content,
tells students exactly
what will be on
examinations).
The Purposes There are additional Formative assessment Teacher Consistently throughout
and Processes purposes and processes of (giving feedback to foster * Uses only summative the learning process,
of assessment beyond improvement.) assessment (to make teacher integrates
Assessment assigning grades. decisions to assign * Formative assessment
grades) * Constructive feedback
* Provides
students with
no
constructive
feedback
The Balance of The balance of power shifts Flexibility of course Teacher mandates all Teacher is flexible on most
Power so that the teacher shares policies, assessment policies and deadlines. * Course policies
some decisions about the methods, learning or * Assessment methods
course with the students. methods, and deadlines. Teacher does not adhere * Learning methods
to policies. * Deadlines
and
Teacher always adheres
to what teacher has
agreed to with the
students.

Source: https://www.uvu.edu/otl/blog/lct.html

APPLICATION

Whatever the subject area, a teacher can apply metacognitive strategies in his or her class to facilitate learning more
effectively. Watch this short video of the author’s daughter sharing how her Grade 2 teacher taught them about TQLR:

Title: TQLR metacognition in the primary grades

YouTube link: http://www.youtube.com/watch?v=IfXdWeAzgCo
Description: This shows a simple song that a primary grade teacher is using to prepare children to
listen and respond to a lesson or a selection. It is very practical way of teaching children to apply
metacognition early on.
 What did you learn from the video? How can you apply this?

Make your own output: a song, chant, poster or question list on any of the seven strategies discussed
in the module. You may also create a video and send it on messenger or Gmail. Tell about its purpose,
and describe the chant or song.

Purpose:
Description of your output:
Explanation:

Lesson 3: Learner-centered Psychological Principles (LCP)

ACTIVITY

1. Examine the title, “Learner-Centered Psychological Principles”. Quickly jot down at least 10 words that come to you mind.

2. Go back to each word and write phrases about why you think the word can be associated with LCP.
 COGNITIVE AND METACOGNITIVE FACTORS

ANALYSIS

When you become a teacher, would it be good to consider learner-centered psychological principles? Why?
Defend your answer.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________.

Cognitive factors refer to the mental processes the learners undergo as they process information. The way learners
think about their thinking as they engage in mental tasks is the concern of the metacognitive factors.

1. NATURE OF LEARNING PROCESS

The learning of complex subject matter is most effective when it is an intentional process of constructing
meaning from information and experience.

Teachers play a significant role in guiding their learners to become active, goal-directed, and self-regulating, and to assume
personal responsibility for their learning. The learning activities and opportunities provided by the teacher are very important
situations where learners can integrate knowledge and concepts to their experiences. Whenever teachers plan their lessons
and topics, they always need to consider how they can bring reality in the classroom. Learners need to have a clear and
concrete understanding of knowledge and concepts presented so that they would al so know in what particular situations
they have to apply them. Learning through experience is the most effective way of teaching feedback and creates a culture
that promotes metacognition that is one in which the learner becomes aware of his or her learning process and can use
tools to enhance this learning process (Bereiter & Scardamalia, 1989).

2. GOALS OF THE LEARNING PROCESS

The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.

Learners need to be goal-directed. Teachers have to guide learners in terms of determining their personal goals.
They need to set their goals, not dictated by others, to ensure their willingness to achieve them. Meaningful learning
takes place when what is presented to learners is very much related to their needs and interests. When learners have
good understanding of the concepts discussed in school, they can reach long-term goals most likely. Indeed, it is
challenging to motivate learners to succeed.

3. CONSTRUCTION OF KNOWLEDGE
 The successful learner can link new information with existing knowledge in meaningful ways.

In planning a new lesson to be presented, teachers would usually find it more effective when they connect the
learners existing knowledge to new information. The integration of prior experiences to a new concept to be learned is a
way of making connections between what is new and what is already known. That new knowledge is created from old
knowledge is the very heart of constructivism. Teachers should initiate more opportunities for learners to share ideas,
experiences, observations, and readings as the need arises. Sharing prior knowledge can be done in creative strategies
like concept mapping, group activities, and other collaborative techniques where learners are also able to learn from
each other's experiences.
4. STRATEGIC THINKING
The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.

Strategic thinking is a person's ability to use knowledge in different ways to solve problems, address concerns and
issues, decrease difficulties in certain situations, and make sound decisions and judgments in varied conditions. Strategic
thinkers do not easily give up even in difficult situations. They are more challenged to find ways to solve a problem no
matter how many times they already failed. They are not afraid to commit mistakes because they perceive them as
meaningful learning experiences to continuously discover other ways of arriving at solutions. Teachers are supposed to
give them as many opportunities to learn, experiment, solve, and explore new ideas and concepts. Thus, to motivate and
encourage the learners to be more creative and innovative in their ideas, opinions, and responses are musts for teachers.

5. THINKING ABOUT THINKING

Higher-order strategies for selecting and monitoring mental operations facilitate creative and
critical thinking.
One of the most challenging roles of the teachers is to develop among their learners' higher
order thinking skills (HOTS). It means that their learners can do evaluation, synthesis, analysis, and interpretation of varied
concepts, information, and knowledge. As previously mentioned, learners develop their thinking skills when they are
provided with opportunities and learning experiences to process varied events and situations, specifically if given real
problems. This context means that aside from mastering information, discovery, problem-solving, creation, and evaluation
should also be integrated into their learning experiences. Assessment tools in school should be authentic. Students can
make inferences, sound judgments, and relevant conclusions, and use their learned knowledge to varied situations.
HOTS are very much needed in this fast-changing world.

6. CONTEXT OF LEARNING
Learning is influenced by environmental factors, including culture, technology, and instructional
practices.

Learning does not only take place inside the classroom. Much of what learners learn in the classroom with their
teachers can only have meaning once they see them concretely in their everyday life. Examples given in the
classroom should be a reflection of their actual life experiences. The digital tools and instructional practices must be
carefully selected to facilitate a motivating, stimulating, and encouraging learning environment geared toward effective
acquisition of knowledge, concepts, and skills among learners
MOTIVATIONAL AND AFFECTIVE FACTORS

How the learners push themselves to learn and how they value learning are the concerns of the motivational
factors. Meanwhile, the affective factors relate to the attitude, feelings, and emotions that learners put into the learning
task.

7. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON LEARNING

What and how much are learned are 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.

Motivation to learn is influenced by the individual’s emotional stat beliefs, interests and habits of thinking.
Motivation plays a very important role in learning. It pertains to an individual's inner drive to do something, accomplish
something, pursue a goal, learn, and master a skill, or just discover without necessarily being forced or pushed by anyone.
The level of one’s motivation would also determine the extent of his or her ability to accomplish desired tasks. The way
teachers motivate their learners is then crucial to make them actively engaged in the learning process.
In lesson planning, the motivation part of the lesson sets the positive mindset of the learners. No matter how new,
challenging, and technical a topic is, if the level of their motivation is high, they would always find the interest to participate
and get themselves engaged. Meanwhile, if there were no efforts to motivate learners, then, there would also be no
engagement to learning.
Teachers and parents' encouragements, praises, and rewards can boost the learner’s confidence. They can also
establish positive emotional states and good habits of thinking in individuals. Learners will always feel that mistakes and
errors are normal parts of learning. Teachers should also use learning materials and strategies that would eradicate
learners ‘anxiety, panic, and even insecurities.

8. INTRINSIC MOTIVATION TO LEARN

The learner's creativity, higher-order thinking, and natural curiosity all contribute to the motivation to
learn.

There are two kinds of motivation - intrinsic and extrinsic motivation. Intrinsic motivation is manifested when an
individual engages in an activity or task that is personally gratifying. It is personally rewarding, and there is no expectat ion
for any external or tangible reward. Extrinsic motivation, meanwhile, is its direct opposite. A person engages in a task or
activity to earn external rewards or to avoid punishments in some situations. Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.
As teachers and mentors, the most important way to motivate the students to learn is to present the value of that
knowledge or concept to their life. Learning is not only about getting good grades or complying with requirements, but it is
more of knowing why they need to learn such and to what specific instances in their lives that they would be able to use
them. When what is being taught to the students is presented creatively, it stimulates their HOTS, enhances their
curiosity, and heightens their interest to learn more about it. Teaching strategies that allow personal choice and control,
collaboration, and creation for learners contribute to a more heightened intrinsic motivation for learning.

9. EFFECTS OF MOTIVATION ON EFFORT

Acquisition of sophisticated knowledge and skills requires extensive learner's effort and guided practice.

The learners' motivation to learn is also partnered by their extended efforts. Teachers facilitate learning
opportunities and experiences that encourage learners to exert time and effort and at the same time commitment and
enthusiasm toward a task they have to do and a concept they have to learn. It is through the teachers' encouragement
that they will have to do tasks with quality and not just for compliance's sake.
DEVELOPMENTAL AND SOCIAL FACTOR

10. Developmental influences on learning

- learning is most effective when differential developmental within and across physical, intellectual, emotional, and social
domains is taken into account.
Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting
way.
11. Social influences on learning
Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks.

INDIVIDUAL DIFFERENCES FACTOR

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 and expand or modify them, if necessary.
13. Learning and diversity
the same basic principles of learning, motivation, and effective instruction apply to all learners.
14. Standards and assessment
Assessment provides important information to both the learner and teacher at all stages of the learning process.

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:
1. The knowledge base
One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and enjoyment of learning tasks all have a
crucial role in the learning process.
4. Development and Individual Differences
Learning is a unique journey for each person because each learner has his own unique combination of genetic and
environmental factors that influence him.
5. Situation or context
Learning happens in the context of a society as well as within an individual.

APPLICATION

Look at your list of the learner-centered psychological principles. Think and reflect on how these
principles could be applied in actual teaching and learning situations. Cite practical and authentic
application of each of these principles in learning classroom situations.
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 MODULE ASSESSMENT
Test I. Multiple Choice

Directions: Select and encircle the best answer from the given choices.

1. Teacher Cris views his students as a unique, free choosing and responsible individuals. He encourages them to develop
their own individualities. What philosophy does Teacher Cris adhere to?
a. Progressivism c. Essentialism
b. Existentialism d. Perennialism
2. Teacher Shane’s philosophy focuses on the acquisition of the 3 R’s. Her philosophy is rooted in ___________.
a. Perennialism c. Essentialism
b. Existentialism d. Progressivism
3. A school principal emphasizes the importance of the humanities in the curriculum. To which the educational philosophy
does he adhere?
a. Progressivism c. Existentialism
b. Perennialism d. Essentialism
4. This includes how one views himself as a learner and thinker.
a. Task variables c. Strategy variables
b. Metacognitive d. Person variables
5. A type of learner who employ rigid strategies that may not be appropriate to the task at hand.
a. Novice learner c. Kinesthetic learner
b. Expert learner d. Strategic learner

Test II. Identification

1. It is relatively permanent change in one’s behavior as a result of his interaction in the environment.
2. Means “thinking about thinking” or “learning about learn”
3. This is manifested when an individual engages in an activity or task that is personally gratifying.
4. Stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal
choice and control.
5. the awareness of specific strategies so that you can keep your attention focused on the topic or task.

List of References
Lucas, M.R.D. and Corpuz, B.B. (2014) Facilitating Learning: A metacognitive process, 4th ed. Lorimar Publishing, Inc.,
Quezon City, Philippines.
Casinto, C. (2009). Handbook on Principles of teaching 1. Philippines. Rex Book Store, Inc.
Serrano, E. & Paez, A. (2015). Principles of Teaching 1. Adriana Publishing Co. Inc., Quezon City, Philippines.