Learner - Centered Psychological Principles (LCP)
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The document outlines 14 principles of learner-centered psychological principles (LCP) developed by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when the learner is actively involved, goals are set, knowledge is constructed by linking new information to prior knowledge, strategic thinking is used, thinking is influenced by environment, motivation and emotions affect learning, development and individual differences are accounted for.
Learner - Centered Psychological Principles (LCP)
- 1. Learner – Centered Psychological Principles (LCP) LEARNING OUTCOMES • explain the 14 principles. • advocate for the use of the 14 principles in the teaching – learning process. • identify ways on how to apply the 14 principles in instruction as a future teacher.
- 2. Learner – Centered Psychological Principles (LCP) American Psychological Association the largest scientific and professional organization of psychologists in the United States, with over 118, 000 members including scientists, educators, clinicians, consultants, and students.
- 3. The 14 principles have the following aspects: focus on psychological factors that are primarily internal to and under the control of the learner rather than conditioned habits or physiological factors; intended to deal holistically with learners in the context of real – world learning situations;
- 4. divided into those referring to a) Cognitive and metacognitive b) Motivational and effective c) Developmental and social d) Individual difference factors influencing learners and learning intended to apply to all learners
- 6. Cognitive and Metacognitive Factors 1. Nature of the learning process 2. Goals of the learning process 3. Construction of knowledge 4. Strategic thinking 5. Thinking about thinking 6. Context of learning
- 7. 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.
- 8. SUCCESSFUL LEARNERS are… Active Goal – directed Self – regulating Assume personal responsibility for contributing their own learning.
- 9. 2. Goals of the learning process The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
- 10. 2. Goals of the learning process To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals.
- 11. 3. Construction of knowledge The successful learner can link new information with existing knowledge in meaningful ways.
- 12. 4. Strategic thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
- 13. 4. Strategic thinking Successful learners use it in… learning Reasoning Problem – solving Concept learning
- 14. 5. Thinking about thinking Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
- 15. 6. Context of thinking Learning is influenced by environmental factors, including culture, technology and instructional practices.
- 17. Motivational and Affective Factors • Motivational and emotional influences on learning • Intrinsic motivation to learn • Effects of motivation on effort
- 18. 7. 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, interests and goals and habits of thinking.
- 19. 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 tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.
- 20. 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.
- 21. Developmental and Social Factors • Developmental influences on learning • Social influences on learning
- 22. 10. Developmental influences on learning As 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 is taken into account.
- 23. 11. Social influences on learning Learning is influenced by social interactions, i9nterpersonal relations and communications with others.
- 24. Individual Differences Factors • Individual differences in learning • Learning and diversity • Standards and assessment
- 25. 12. Individual differences in learning Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
- 26. 13. Learning and diversity Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.
- 27. 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.
- 28. SUMMARY OF THE 14 PRINCIPLES The knowledge base. Strategic processing and control. Motivation and effect. Development and Individual Differences. Situation or context