Learner-Centered Psychological Principles (LCP)

14 Learner-Centered Principles

•Cognitive & Metacognitive Factors (6 Principles)

• Motivational & Affective Factors (3 Principles)

• Developmental & Social Factors (2 Principles)

• Individual Difference Factors (3 Principles)

Cognitive & Metacognitive Factors (6 Principles)

1. Nature of the Learning - The learning of complex subject matter is the most effective when it
is an intentional process of constructing meaning from information and experiences.

2. Goals of the learning process - The successful learners, over time and with support and
instructional guidance, can create meaningful, coherent representations of
knowledge.( repetition)

3. Construction of Knowledge - The successful learners can link information new with existing
knowledge in meaningful ways.

4. Strategic Thinking - The successful learners can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

5. Thinking about Thinking - Higher order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking.

6. Context of Learning - Learning is influenced by environmental factors, including culture,

technology, and instructional practices.

Motivational & Affective Factors (3 Principles)

1. Motivational and Emotional Influences on Learning - What and how much is learned is
influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the
individual's emotional states, beliefs, interest, and goals, and habits of thinking.

2. Intrinsic Motivation to Learn - The learner's creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn, Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty, relevant to personal interests, and providing for personal choice
and control.

3. Effects of Motivation on efforts - Acquisition of complex knowledge and skills requires

extended learner effort and guide practice. Without learner's motivation to learn, the willingness
to extent this effort is unlikely without coercion.

Developmental & Social Factors (2 Principles)

1. Developmental Influences on Learning - As an individuals 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.

2.Social Influences on Learning - Learning is influenced by social interactions, interpersonal

relations, and communication with others.

Individual Difference Factors (3 Principles)

1.Individual Differences in learning - Learners have different strategies, approaches, and

capabilities for learning that are a function of prior experience and heredity.

2. Learning & Diversity - Learning is most effective when differences in learners' linguistic,
cultural, and social backgrounds are taken into account.

3.Standards and assessment - Effective learning takes place when learners feel challenged to
work towards appropriate high goals. Standardize assessment provides one type of information
both within and across individuals.

UNIT 2

BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

"By Virtue of being born to humanity, every human being has a right to the development and
fulfilment of his potentialities as a human being." -Ashley Montagu

Life-Span Characteristics:

1. Developmental is lifelong- It does not end in adulthood. It will continue to develop.

2. Developmental is Plastic. - Plasticity refers to potential change. It is possible throughout the

life-span. Aging is associated with declines in certain intellectual abilities.Development is not
fixed and can be influenced by experiences & environments. Individuals have the ability to grow
and change throughout their lives.

3. Developmental is multidimensional - Development is not always linear, and there may be

gains & losses in different areas. Some aspects of development may improve over time, while
others may deteriorate. Development occurs in multiple domains. including physical, cognitive,
& socio-emotional domains, and each domain influences the others.

•Physical change (height weight)

• Common biological change

• Experience Hormonal changes

a. Development is relatively orderly-

Multidimensional Characteristics:

A child will learn to crawl, sit, stand, and walk. Development of muscular control of trunk and
arms comes earlier as compared to hands and fingers.

Two Approaches to Human Development

According to the cephalocaudal principle of development, the direction of growth occurs from
the top (head) to the bottom (feet). However, according to the proximodistal principle, the
direction of growth starts from the center of the body (torso, spine) and goes outward (to the
arms and legs).

Life-Span Characteristics

Development takes place gradually- Its not an overnight growth. The nature of growth takes
years. Cognitive development; thought, language, intelligence Socioemotional Process;
individuals relationship, changes in emotion, changes in personality.

4. Development is contextual - Individual changes in the changing world. We respond to and

act on context. Biological make-up, social and cultural contexts may vary and therefore make
them develop differently from each other.

5. Development involves growth, maintenance and regulation - Individual developmental

changes in each stages

COGNITIVE DEVELOPMENT

Jean Piaget's theory of cognitive development suggests that intelligence changes as children
grow. A child's cognitive development is not just about acquiring knowledge, the child has to
develop or construct a mental model of the world. Cognitive development occurs through the
interaction of innate capacities and environmental events, and children pass through a series of
stages. Piaget's stages are:

There are four stages in all:

1. sensorimotor stage - (Birth to 18-24 months old) - Motor activity without use of symbols. All
things learned are based on experiences, or trial and error.( object permanence)

Motor skills - are movements and actions of the muscles.

Gross motor skills - large muscle groups to perform tasks like walking, balancing, and crawling.

Fine motor skills- involve the use of the smaller muscle of the hands, commonly in activities
like using pencils, scissors, construction with lego

➤Play.

➤ Self care

2. preoperational stage ( 2 - 7 yrs old ) - Development of language, memory, and imagination.

Intelligence is both egocentric and intuitive.( Symbolic Thought).

• Young children acquire the ability to internally represent the world through language and
mental imagery.

• A child's thinking is dominated by HIS imagination world.

• Infants at this stage also demonstrate animism. This is the tendency for the child to think that
non-living objects (such as toys) have life and feelings like a persons.

3. concrete operational stage (7 to 11 years old) - More logical and methodical manipulation of
symbols. Less egocentric, and more aware of the outside world and events.( Operational
thought & Logical thought).

• During this stage, children begin to thinking logically about concrete events.

• Children begin to understand the concept of conservation; understanding that, although things
may change in appearance, certain properties remain the same.

• During this stage, children can mentally reverse things (e.g. picture a ball of plasticine
returning to its original shape).

• During this stage, children also become less egocentric and begin to think about how other
people might think and feel.

• The stage is called concrete because children can think logically specially in they have objects
to manipulate.
4. formal operational stage ( Adolescence to adulthood) - Use of symbols to relate to abstract
concepts. Able to make hypotheses and grasp abstract concepts and relationships. ( Abstract
concept & Scientific Reasoning).

• Concrete operations are carried out on things. Formal operational thought is entirely freed
from physical and perceptual constraints.

• During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to think
about slicing up cakes or sharing sweets to understand division and fractions).

• They can follow the form of an argument without having to think in terms of specific examples.

• Adolescents can deal with hypothetical problems with many possible solutions.

(Object of permanence Schema )Sensorimotor stage: Birth to 2 years -

( Pretend Play/ Egocentrism/Animism ) Preoperational stage: Ages 2 to 7 -

( Conservation ) Concrete operational stage: Ages 7 to 11 -

( Conservation Formal operational stage: Ages 12 and -

Definition:

Conservation is a logical thinking ability children develop being able to conserve means
knowing that a quantity doesn't change.

Object of Permanence. The ability to know that an object exists when one cannot see or hear it.

Animism. This is the belief that inanimate objects (such as toys and teddy bears) have human
feelings and intentions.

Egocentrism is the tendency of an individual to focus their attention inward, concerned with
how others will view themselves.

How Piaget Developed the Theory

Piaget was employed at the Binet Institute in the 1920s, He became intrigued with the reasons
children gave for their wrong answers to the questions that required logical thinking. logical
rules, also referred to as Operation.

He believed that these incorrect answers revealed important differences between the thinking
of adults and children. Piaget branched out on his own with a new set of assumptions about
children's intelligence.

• Children's intelligence differs from an adults in quality rather than in quantity. This means that
children reason (think) differently from adults and see the world in different ways.

• Children actively build up their knowledge about the world.

• The best way to understand children's reasoning was to see things from their point of view.

The goal of the theory

is to explain the mechanisms and processes THAT the child, develops into an individual who
can reason and think using hypotheses. Cognitive development was a progressive
reorganization of mental processes as a result of biological maturation and environmental
experience. Children construct an understanding of the world around them, then experience
discrepancies between what they already know and what they discover in their environment.

Erik Erikson's Stages Of Psychosocial Development

• Erikson maintained that personality develops in a predetermined order through eight stages of
psychosocial development, from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis that could positively or negatively affect personality
development.

• For Erikson (1958, 1963), these crises are psychosocial because they involve the psychological
needs of the individual (i.e., psycho) conflicting with the needs of society (i.e., social).

• For Erikson, Failure to complete a stage can result in a reduced ability to complete further
stages and, therefore, a more unhealthy personality and sense of self.

Erikson's Psychosocial Stages

Stage Infancy 0-1

Basic Conflict - Trust vs. mistrust

Virtue - Hope

Description- Trust (or mistrust) that basic needs, such as nourishment and affection, will be
met.

Information: Trust vs. mistrust is the first stage in Erik Erikson's theory of psychosocial
development. This stage begins at birth continues to approximately 18 months of age. During
this stage, the infant is uncertain about the world in which they live, and looks towards their
primary caregiver for stability and consistency of care.

Infant - rolling over, sitting up, crawling, and walking. the maintenance successful of respiratory
function. the Some reflexes of newborns are rooting, sucking, grasping, tonic, and startle
response.

Development Task :

➤ learning to walk ➤ waste ➤ Learning sex reality ➤ Readiness to

learning to take solid differences and sexual Reading Learning to
foods ➤ learning to talk ➤ modesty ➤ Acquiring distinguish right from
Learning to control the concepts and language to wrong & developing a
eliminations of the body describe social & Physical conscience.

Early childhood 1-3 years

Basic Conflict - Autonomy vs. shame/doubt

Virtue - Will

Description - Develop a sense of independence in many tasks

Information: Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of
psychosocial development. This stage occurs between the ages of 18 months to approximately
3 years. According to Erikson, children at this stage are focused on developing a sense of
personal control over physical skills and a sense of independence.

Early Childhood develop

Gross motor - walking, running, climbing. Sensory - seeing, hearing, tasting, touching,
Fine motor - feeding themselves, drawing. and smelling.

how greater independence; begin to show They learn by imitating the behavior of
defiant behavior; recognize themselves in others, especially adults and older children
pictures or a mirror;

The child is developing...... physically For example, during this stage, children
becoming more mobile, discovering that he begin to assert their independence, by
or she has many skills and abilities; putting walking away from their mother, picking
on clothes and shoes, playing with toys, etc. which toy to play with, and making choices
Such skills illustrate the child's growing about what they like to wear, to eat, etc.
sense of independence and autonomy.
Play age 3-6 years

Basic Conflict - Initiative vs. guilt

Virtue - Purpose

Description - Take initiative on some activities-may develop guilt when unsuccessful or

boundaries overstepped.

Information: Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial
development. During the initiative versus guilt stage, children assert themselves more frequently
through directing play and other social interaction.

•Starting to see the difference between • Ask a lot of why, how, when questions.
things they see and what they really are (a Learn by imitation, observation and by
stuffed dog is not a dog). Starting to see the exploring, creating and doing things.
relationship of cause and effect (If I do this,
then that will happen). •They enjoy playing with other kids, learning
rules and taking turns.
•Child regularly interacting •The child begins to assert •planning activities
with other children at control and power over •accomplishing tasks
school. their environment; •facing challenges.

School age 7-11 years

Basic Conflict - Industry vs. inferiority

Virtue - Competence

Description - Develop self-confidence in abilities when competent or sense of inferiority when

not.

Information: Erikson's fourth psychosocial crisis, involving industry (competence) vs. Inferiority
occurs during childhood between the ages of SEVEN and Eleven. In this stage, children start to
compare themselves with their peers to gauge their abilities and worth.

•Understand concept of • Can copy complexshapes, •Can explain objects and

numbers such as a diamond their use

•Know daytime and night • Can tell time •Can repeat three numbers
time backwards
•Can understand
•Can differentiate right and commands with three •Can read age-appropriate
left hands separate instructions books and/or materials
Adolescence 12-18 years

Basic Conflict - Identity vs. Role confusion

Virtue - Fidelity

Description - Experiment with and develop identity and roles

Information: The fifth stage of Erik Erikson's theory of psychosocial development is identity vs.
role confusion, and it occurs during adolescence, from about 12-18 years. During this stage,
adolescents search for a sense of self and personal identity, through an intense exploration of
personal values, beliefs, and goals.

•Rapid growth both •Social changes are •Lying

physically and mentally, particularly notable as
sexual attraction, cognitive adolescents become more •Arguing...
development. autonomous from their • Defiance
parents, spend more time
• Interests in new hobbies with peers, and begin • Impulsive
and self discovery, and exploring romantic
importance of acceptance relationships and sexuality.
by peer groups.
Information:

•Freedom to explore different roles, stage with a strong sense of self and a feeling of
independence and control.

• The individual wants to belong to a society and fit in.

•Teenagers explore who they are as individuals, seek to establish a sense of self, and may
experiment with different roles, activities, and behaviors.

The individual wants to belong to a society and fit in.

• Formation of Identity

•Peer Influence

•Social Acceptance and Belonging

•Experiencing Diversity

•Conflict Against the world

Early adulthood 19-29 years

Basic Conflict - Intimacy vs. isolation

Virtue - Love

Description - Establish intimacy and relationships with others

Information: Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial
development. This stage takes place during young adulthood between the ages of
approximately 19 to 40 yrs. During this stage, the major conflict centers on forming intimate,
loving relationships with other people.

• the major conflict centers on forming intimate, loving relationships with other people.

Middle age 30-64 years

Basic Conflict - Generativity vs. stagnation

Virtue - Care

Description - Contribute to society and be part of a family

Old age 65 onward

Basic Conflict - Integrity vs. despair

Virtue - Wisdom

Description - Assess and make sense of life and meaning of contributions.

Philippine Professional Standards for Teachers

• Set of standards and guidelines mandated by RA 10533 for teachers in the Philippines

• General Information on Department Order No. 42, s. 2017

"National Adoption and Implementation of the Philippine Professional Standards for

Teachers"

•Develop through Research Center for Teacher Quality (RCTQ) with support from the Australian
Government.

•reform initiatives on teacher quality from pre- service education to in- service training.

•Founded on teaching philosophies of learner- centeredness, learning, lifelong and

inclusivity/inclusiveness.

• basis for all learning and development programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12 Program..

7 Domains

37 Standard

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

7 Domains

1 Content, Knowledge and Pedagogy

02 Learning Environment

03 Diversity of Learners

04 Curriculum and Planning

05 Assessment and Reporting

06 Community Linkages and Professional Engagement

07 Personal Growth and Professional Development

DOMAIN 1CONTENT, KNOWLEDGE AND PEDAGOGY

7 Strands

1 Content knowledge and its application within and across curriculum areas

02 Research-based knowledge and principles of teaching and learning

03 Positive use of ICT

04 Strategies for promoting literacy and numeracy.

05 Strategies for developing critical and creative thinking, as well as other higher-order thinking
skills
06 Mother Tongue, Filipino and English in teaching and learning

07 Classroom communication strategies

Domain 2 LEARNING ENVIRONMENT

6 Strands

1 Learner safety and security

02 Fair learning environment

03 Management of classroom structure and activities

04 Support for learner participation

05 Promotion of purposive learning

06 Management of learner behavior

Domain 3 DIVERSITY OF LEARNERS

5 Strands

01Learners' gender, needs, strengths, interests and experiences

02 Learners' linguistic, cultural, socio-economic and religious backgrounds

03 Learners with disabilities, giftedness and talents

04 Learners in difficult circumstances

05 Philippine Professional Standards for Teachers Domains & Strand Learners from indigenous
groups