LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

TITLE: V- INTEGRATION

TOPIC: Revisiting the 14 Learner-Centered Psychological Principles

TIME FRAME: 12 hrs.

Congratulations! You’ve come to the last Module. This last module is intended for
you to summarize and integrate your most valuable learning and insights gained in this
subject.

OBJECTIVES / ILOs: In this lesson, learners will be able to:

Educ4-ILO8; Explain comprehensively the 14 Learner - Centered Psychological Principles

with technology integration.(Educ4- CO2)

PRE-TEST

• Examine the clip art below

[Link]

Analysis

• What message do you get from this clip art? Relate it to your own role as a future
teacher?
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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

Abstraction/Generalization

Facilitating learning should be firmly anchored on the 14 Learner Centered

Psychological Principles. The 14 principles espouse that everyone in the learning community
is a learning community is a learner, not just the student. The clip art above expresses this
view that to teach allows you to learn and that when you have learned well, you can teach
well. There is mutuality in learning. Students learn from teachers. Student learn from one
another and more important for you to remember, teachers learn from students.

Lets Review the Concept!

14 LEARNER-CENTERED PSYCHOLGICAL PRINCIPLES

1. The learning of complex subject matter is most effective when it is an

intentional process of constructing meaning from information and experience.
Successful learners are active, goal-oriented, self-regulating, and assume personal
responsibility for contributing to their own learning.

Message for Teachers:

Use techniques that aid students in constructing
meaning from information, experiences, and
their own thought and beliefs.

2. The successful learner, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
The strategic nature of learning requires students to be goal directed. Students must
generate and pursue personally relevant goals.

Message for Teachers:

Create meaningful student learning goals
consistent with their personal and educational
aspirations and interests.

3. The successful learner can link new information with existing knowledge in
meaningful ways.
Knowledge widens and deepens as student continue to build links between new
information and experiences and their existing knowledge base. Unless new
knowledge become integrated with the learner’s prior knowledge and understanding,
this new knowledge remains isolated, cannot be used most effectively in new tasks,
and does not transfer readily to new situations.

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

Message for Teachers:

Assist learners in acquiring and integrating
knowledge by using such strategies as
concept mapping and thematic organization
or categorizing.

4. The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.
Successful learners use strategic thinking in their approach to learning, reasoning,
problem solving, and concept learning. They understand and can use a variety of
strategies to help them reach learning and performance goals, and to apply their
knowledge in novel situations.

Message for Teachers:

Assist learners in developing, applying, and
assessing their strategic learning skills.

5. Higher order strategies for selecting and monitoring mental operations

facilitate creative and critical thinking.
Successful learners can reflect on how they think and learn, set reasonable learning
or performance goals. select potentially appropriate learning strategies or methods,
and monitor their progress towards these goals.

Message for Teachers:

Use instructional methods that focus on
helping learners develop these higher
order strategies to enhance learning and
personal responsibility for learning.

6. Learning is influenced by environmental factor, including culture, technology,

and instructional practices.
Learning does not occur in a vacuum. Cultural or group influences on students
impact many educationally relevant variables: motivation, orientation toward learning,
and ways of thinking. Technologies and instructional practices must be appropriate
for learners’ level of prior knowledge, cognitive abilities, and their learning and
thinking strategies.

Message for Teachers:

Make the classroom environment nurturing
to have significant impacts on student
learning.

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

7. 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.
Students’ belief about themselves as learners and the nature of learning have a
marked influence on motivation. Positive emotions generally enhance motivation and
facilitate learning and performance. Mid anxiety can also enhance learning and
performance by focusing the learner’s attention on a particular task.

Message for Teachers:

Help students avoid intense negative
emotions (e.g., anxiety, panic, rage,
insecurity) and related thoughts (e.g.,
worrying about competence, ruminating
about failure, fearing punishment,
ridicule, or stigmatizing labels).

8. 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.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners’ intrinsic motivation to learn.

Message for Teachers:

Encourage and support learners’ natural
curiosity and motivation to learn by
attending to individual differences in
learners’ perceptions of optimal novelty
and difficulty, relevance, and personal
choice and control.

9. 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.
Acquisition of complex knowledge and skills demands the investment of considerable
learner energy and strategic effort, along with persistence over time.

Message for Teachers:

Facilitate motivation by using strategies
that enhance learner effort and
commitment to learning and to

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

achieving high standards of

comprehension and understanding.

10. 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.
Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way.

Message for Teachers:

Be aware of and understand
developmental differences among
students with and without emotional,
physical, or intellectual disabilities, to
facilitate the creation of optimal learning
contexts.

11. Learning is influenced by social interactions, interpersonal relations, and

communication with others.
Setting that allow for social interactions, and that respect diversity, encourage flexible
thinking, and social competence can enhance learning.

Message for Teachers:

Allow for interactive and collaborative
instructional contexts to provide
individuals an opportunity for
perspective taking and reflective
thinking that may lead to higher levels
of cognitive, social and moral
development, as well as self-esteem.

12. Learners have different strategies, approaches, and capabilities for learning
that are a function of prior experience and heredity.
Individuals are born with and develop their own capabilities and talents.

Message for Teachers:

Help student examine their learning
preferences and expand or modify
them, if necessary.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

13. Learning is most effective when differences in learners’ linguistic, cultural, and
social backgrounds are taken into account.
Language, ethnicity, race, beliefs, and socioeconomic status all influence learning.

Message for Teachers:

Paying careful attention to these
factors in the instructional setting
enhances the possibilities for
designing and implementing
appropriate learning environments.

14. 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.
Ongoing assessment of the learner’s understanding of curricular material can provide
valuable feedback to both learners and teachers about progress towards the learning
goals.

Message for Teachers:

Use of varied types of assessment will
provide a clearer picture of student
learning
[Link]

LEARNER-CENTERED INSTRUCTION

Applying the 14 principles, Eggen and Chauchak give us three characteristics of

learner-centered instructions:

1. Learners are at the center of the learning process. The criticisms of direct
instructions have led educators to put more emphasis on the role of the student in the
learning process. Many opted for a more student-centered environment as opposed
to the traditional teacher-centered set-up. Learners are given more choices. Learning
activities are designed with the needs, interests and developmental levels of the
learners in foremost consideration.

2. Teacher guides students’ construction of understandings. The 14 principles

were put together because of the growing implications of research in cognitive
psychology. Teachers in learner-centered classrooms provide a lot of opportunity for
the learners to actively think, figure out things and learn on their own. The teacher
serves more as a facilitator, a “guide on the side” rather than a “sage on stage”.

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

3. Teachers teach for understanding. Students are placed at the center of the
learning process. The teachers help them to take responsibility for their learning. As
a result, students, through their own active search and experimentation, experience a
movement from confusion to searching for answers, to discovery and finally to
understanding.

Name: _______________________________________ Yr. & Sec. ___________________

Application

Based on your observation with you’re previous class (can be elementary, junior high school,
senior high school). Note whether or not the three characteristics of the learner-centered
classrooms are implemented.

Description of what you

Characteristics Yes No
observed

1. Learners are at the center

of the learning process.

2. Teacher guides the

students.

3. Teacher teaches for

understanding.

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

Assessment Task/s

1. Fill out the matrix below to summarize and synthesize your learnings and insights.
Column 1 contains the 14 principles clustered together. Column 2 indicates the
modules and topics that are related to each cluster. In column 3, write your
learnings/insights, especially on how you plan to apply what you have learned when
you teach.

Topics/specific concepts My learning/insights on how

The 14 Principles
from the module I will apply what I learned
Cognitive and METACOGNITIVE Factors

1. Nature of the learning

process.

2. Goals of the learning

process.

3. Construction of
knowledge.

4. Strategic thinking.

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

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 and Affective Factors

7. Motivational and
emotional influences on
learning.

8. Intrinsic motivation to
learn.

9. Effects of motivation on
effort.

Developmental and Social Factors

10. Developmental
influences on learning.

11. Social influences on

learning.

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LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY- MALIMONO CAMPUS

Individual Differences Factors

12. Individual differences in

learning.

13. Learning and diversity.

14. Standards and

Assessment.

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Bilbao, Purita [Link]. (2018). The Teaching Profession 4th Edition. Lorimar Publishing, Inc.
Quezon City, Manila

Lucas, M.R & Corpus, B.B (2014). Facilitating Learner-Centered Teaching. Lorimar
Publishing, Inc. Quezon City, Manila.

Bulusan, F. [Link]. (2019). Facilitating Learner- Centered Teaching. Rex Book Store. Manila

Brawner, D. (2018). Facilitating Learner- Centered TEACHING. Adriana Publishing Co. Inc.
Manila

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