THE CHILD AND ADOLESCENT LEARNERS & LEARNING PRINCIPLES

THE CHILD AND
ADOLESCENT LEARNERS
&
LEARNING PRINCIPLES
ST. JOHN PAUL II COLLEGE OF DAVAO
ECOLAND DRIVE, MATINA, DAVAO CITY
EDUC 101
COLLEGE INSTRUCTOR
COLLEGE OF TEACHER EDUCATION DEPARTMENT
MICHAELSON JASPER P. DUYAN
PREPARED BY:

55%
EXAM
5%
ATTENDANCE
15%
ACTIVITIES
25%
QUIZ
GRADING SYSTEM
100 %

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(PRELIM - WEEK 1.1)
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
(LCP)
Most Important Learning Outcomes (MILO)
By the end of the lesson, students should be able to explain the
concept and purpose of Learner-Centered Psychological Principles
(LCP), identify its key domains, and apply these principles in designing
and evaluating learning activities that promote active, meaningful, and
individualized learning.

Essential Learning Concept #1
14 LEARNER-CENTERED PRINCIPLES (LCP)
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Learner-Centered Psychological
Principles (Put together by APA)
present 14 principles focused on the
learner and the learning process. They
emphasize internal psychological factors
while considering external influences.
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The learning of complex subject
matter is most effective when it is an
intentional process of constructing
meaning from information,
experience, and personal beliefs.
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COGNITIVE AND METACOGNITIVE FACTOR
1. NATURE OF THE LEARNING PROCESS

It involves various processes, from habit
formation to developing cognitive skills and
strategies. In schools, effective learning
happens when students are active, goal-
directed, self-regulating, and take personal
responsibility for their own learning.
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1. NATURE OF THE LEARNING PROCESS
e.g. Study Plan

The successful learner, over time and
with support and instructional
guidance, can create meaningful,
coherent representations of
knowledge.
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2. GOALS OF THE LEARNING PROCESS

Learning is most effective when
students are goal-directed, pursuing
personally relevant short- and long-
term goals to build and refine their
understanding over time.
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e.g. Learning Fractions (STG)

Teachers can guide students in
creating meaningful learning goals
aligned with their personal interests
and educational aspirations.
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The successful learner can link new
information with existing knowledge
in meaningful ways.
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3. CONSTRUCTION OF KNOWLEDGE

Knowledge expands when new
information connects to prior learning
through adding, modifying, or
reorganizing what students already know.
Without these links, new knowledge
remains isolated and harder to apply.
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e.g. Photosynthesis → Plant growth

Teachers can help students integrate
knowledge using strategies like concept
mapping, thematic organization, and
categorizing, making learning more
meaningful and transferable.
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4. STRATEGIC THINKING
The successful learner can
create and use a repertoire of
thinking and reasoning
strategies to achieve complex
learning goals..

Successful learners use strategic thinking for
learning, reasoning, problem-solving, and
concept mastery.
They apply various strategies to meet goals,
adapt knowledge to new situations, and improve
through reflection, feedback, and observation.
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e.g. Rereading →
Flascards

Teachers can enhance learning
by helping students develop,
apply, and assess effective
learning strategies.
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5. THIINKING ABOUT THINGKING
Higher order strategies for
selecting and monitoring
mental operations facilitate
creative and critical thinking.

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5. THIINKING ABOUT THINGKING
Successful learners reflect on how they
learn, set realistic goals, choose
strategies, and monitor progress.
They adapt when facing challenges by
trying alternative methods or
reassessing goals.
e.g. Checked Essay →
Reflect

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

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6. CONTEXT OF LEARNING
Learning happens through interaction
between teacher, learner, and environment.
Culture, group norms, and technology affect
motivation, thinking, and learning styles.
A nurturing classroom greatly supports
student learning.
e.g. Farming students
link math to crops.

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MOTIVATIONAL AND AFFECTIVE FACTORS
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.

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Thoughts, beliefs, goals, and
expectations affect thinking, information
processing, and learning quality.
Beliefs about oneself influence
motivation; emotions impact focus and
performance.
e.g. Persistent →
Confident in math

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Curiosity boosts learning;
mild anxiety can help, but
intense negative emotions
hinder motivation and
performance.

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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.

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8. INTRINSIC MOTIVATION TO LEAR
Curiosity, creativity, and flexible thinking
show intrinsic motivation, driven by needs
for competence and control.
Motivation grows with interesting, relevant,
appropriately challenging tasks that
students believe they can succeed in.
e.g. Try new art styles
→ Improve skills

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8. INTRINSIC MOTIVATION TO LEAR
Teachers can nurture
curiosity by matching tasks
to students’ abilities,
interests, and need for
choice.

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9. EFFECTS OF MOTIVATION ON EFFORT
Acquisition of complex knowledge and skills
requires extended learner effort and guided
practice. Without learners' motivation to
learn, the willingness to exert this effort is
unlikely without coercion.

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9. EFFECTS OF MOTIVATION ON EFFORT
Effort shows motivation; complex skills require
energy, strategy, and persistence.
Teachers should use strategies that boost effort,
commitment, and high standards.
Use purposeful, engaging, and relevant tasks to
spark positive emotions and intrinsic motivation.
e.g. Practice piano
daily → Master
difficult piece

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DEVELOPMENTAL INFLUENCES ON LEARNING
10. DEVELOPMENTAL INFLUENCE 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.

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Learning is best when content matches the developmental
level and is enjoyable. Development varies across
intellectual, social, emotional, and physical domains.
Readiness and achievement are shaped by prior schooling,
home, culture, and community. Parental involvement and
quality communication also play a key role.
e.g. Read nightly with
child → Build
vocabulary

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Understanding developmental
differences, including among
learners with disabilities,
helps create optimal learning
environments.
e.g.Teacher uses large-print materials for
students with low vision.

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11. SOCIAL INFLUENCES ON LEARNING
Learning is influenced by social
interactions, interpersonal
relations, and communication
with others.

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Learning improves with opportunities to
interact, collaborate, and respect diversity,
fostering flexible thinking and social skills.
Trusting, caring relationships boost
belonging, self-esteem, and create a
climate for learning.
e.g. Group science
project → Share
unique skills

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Family support, self-motivation
strategies, and safe learning
spaces help overcome barriers like
anxiety or negative beliefs

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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.

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12. INDIVIDUAL DIFFERENCES IN LEARNING
Learners have unique abilities, talents, and
learning preferences that develop over time.
Teachers should help students assess and
adapt their learning preferences to meet goals.
Instruction should respect differences and
adjust methods and materials accordingly.
e.g. Practice without
visuals → Build
problem-solving skills

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13. LEARNING AND DIVERSITY
Learning is most effective when
differences in learners' linguistic,
cultural, and social backgrounds are
taken into account.

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13. LEARNING AND DIVERSITY
Learning principles apply to all, but culture,
language, and background influence learning.
Considering these factors helps create
appropriate learning environments.
Respecting and accommodating individual
differences boosts motivation and achievement.
e.g. Provide bilingual
instructions → Support
English/Filipino
learners

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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.

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14. STANDARDS AND ASSESSMENT
Assessment guides both teachers and learners at all
stages, helping set goals and select appropriate
materials.
Includes standardized tests, performance tasks, and self-
assessments to track progress and learning outcomes.
Ongoing feedback improves learning, self-appraisal, and
motivation
e.g. Use quiz results
→ Improve weak areas

ALEXANDER AND MURPHY’S SUMMARY OF THE 14
PRINCIPLES
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Essential Learning Concept #
1. THE KNOWLEDGE BASE:
One's existing knowledge serves as the foundation of all
future learning. The learner's previous knowledge will
influence new learning specifically on how he represents
new information, makes associations and filters new
experiences.

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2. STRATEGIC PROCESSING AND CONTROL
Learners can develop skills to reflect and regulate their
thoughts and behaviors in order to learn more
effectively (metacognition).

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3. MOTIVATION AND AFFECT.
Factors such as intrinsic motivation (from within),
reasons for wanting to learn, personal goals and
enjoyment of learning tasks all have a crucial role in the
learning process.

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4. DEVELOPMENT AND INDIVIDUAL DIFFERENCES.
Learning is a unique journey for each person because
each learner has their unique combination of genetic
and environmental factors that influence them.

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5. SITUATION OR CONTEXT.
Learning happens in the context of a society as well
as within an individual.

POST-ACTIVITY (PRELIM) #1
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LCP
Role-Play Challenge

General Instruction
1. Preparation: Write each LCP principle (short version) on separate slips of paper.
2. Group Formation: Divide the class into small groups of 3–5 members.
3. Draw a Principle: Each group randomly picks one LCP principle slip.
4. Plan a Scene: Groups have 5–7 minutes to create a short role-play (1–2 minutes)
showing:
A scenario where the principle is applied effectively.
How it benefits learning.
5. Presentation: Each group performs their role-play for the class.
6. Class Guess: After each performance, the rest of the class guesses which LCP
principle is being demonstrated.
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General Instruction
Sample Role-Play for “Social Interaction & Learning”:
Scene: Two students work together on a math puzzle,
explaining their thought process and correcting each other’s
mistakes.
Benefit: Encourages peer teaching and builds confidence.
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50-POINT RUBRIC FOR THE LCP ROLE-PLAY CHALLENGE ACTIVITY:

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CONTENT REFERENCES/SEARCH INDICATOR:
Corpuz, B. B., Lucas, M. R. D., Borabo, H. G. L., & Lucido, P. I. (2018),
The child and adolescent learners and learning principles. Lorimar
Publishing.

COLLEGE OF TEACHER EDUCATION
COLLEGE INSTRUCTOR
COLLEGE OF TEACHER EDUCATION DEPARTMENT
MICHAELSON JASPER P. DUYAN
PREPARED BY:

THE CHILD AND ADOLESCENT LEARNERS & LEARNING PRINCIPLES

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