1_unit_i_child_and_adolescent_learners_and_learning_principles.ppt
- 1. CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES Learner Centered Psychological Principles
- 2. 14 PSYCHOLOGICAL PRINCIPLES THAT PERTAIN TO LEARNER AND LEARNING PRINCIPLES
- 3. COGNITIVE AND METACOGNITIVE FACTORS 1. 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.
- 4. Learning in schools emphasizes the use of intentional processes that students can use to construct meaning from information, experiences, and their own thoughts and beliefs.
- 5. COGNITIVE AND METACOGNITIVE FACTORS 2. Goals of the learning process The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representation of knowledge.
- 6. To construct useful representations of knowledge and acquire thinking and learning strategy necessary for continued learning success across life span learners must generate and pursue personally relevant goals.
- 7. COGNITIVE AND METACOGNITIVE FACTORS 3. Construction of Knowledge The successful learner can link new information with existing knowledge in meaningful ways.
- 8. Knowledge widens and deepens as students continue to build links between new information and experiences and their existing knowledge base.
- 9. COGNITIVE AND METACOGNITIVE FACTORS 4. Strategic thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
- 10. Students understands and use variety of strategies to help them reach learning and performance goals and apply their knowledge in novel situations.
- 11. COGNITIVE AND METACOGNITIVE FACTORS 5. Thinking about thinking Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
- 12. Successful learners can reflect how they think and learn, set reasonable learning goals, select potentially appropriate learning strategy, monitor their progress and know what to do if a problem occurs.
- 13. COGNITIVE AND METACOGNITIVE FACTORS 6. Context of learning Learning is influenced by environmental factors, including culture, technology and instructional practices.
- 14. MOTIVATIONAL AND AFFECTIVE FACTORS 7. Motivational and Emotional Influences on learning. What and how much is learned is influenced by learner’s motivation. Motivation to learn, in turn is influenced by the individual’s emotional state, beliefs, interests, goals and habits of thinking.
- 15. MOTIVATIONAL AND AFFECTIVE FACTORS 8. 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 task of optimal novelty and difficulty relevant to personal interests and providing for personal choice and control.
- 16. MOTIVATIONAL AND AFFECTIVE FACTORS 9. Effects of motivation on effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learner’s motivation to learn, the willingness to exert this effort is unlikely without coercion.
- 17. DEVELOPMENTAL AND SOCIAL FACTORS 10. Developmental Influences of learning. As individuals develop, there are different opportunities and constraints of learning. Learning is most effective when differential development within and across physical, intellectual, emotional and social domains is taken into account.
- 18. DEVELOPMENTAL AND SOCIAL FACTORS 11. Social influences on learning. Learning is influenced by social interactions, interpersonal relations and communication with others.
- 19. INDIVIDUAL DIFFERENCES FACTORS 12. Individual differences in learning. Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity.
- 20. INDIVIDUAL DIFFERENCES FACTORS 13. Learning and diversity Learning is most effective when differences in learners’ linguistics, cultural and social backgrounds are taken into account.
- 21. INDIVIDUAL DIFFERENCES FACTORS 14. 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.
- 22. Modular Activity #1 1. Write a reflection paper about the topic in a 1 whole sheet of paper. 2. Output must be in handwritten form. 3. Observe indention and neatness. 4. Minimum of 100 words.
- 23. REFERENCE The child and adolescent learners and learning principles By: Brenda R. Corpuz, PhD Ma. Rita D. Lucas, PhD Heidi grade L. Borabo, PhD Paz I. Lucido, PhD