PROF ED 1
THE CHILD AND ADOLESCENT
LEARNER AND LEARNING
PRINCIPLES
REYZ CLAIRE E. RAZ
INSTRUCTOR
LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
Developmental and social
Cognitive and Metacognitive factors
Factors
6 Principles 2 Principles
14 learner-
centered
Principles
Motivational and Affective Individual differences
Factors factors
3 Principles 3 Principles
LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLES
Cognitive and Metacognitive Factors
The learning of complex subject
nature of the learning matter is most effective when it
Principle 1 process is an intentional process
of constructing meaning from
The successful learner, over time
information and experience.
and with support and
Goals of the learning instructional guidance, can
Principle 2 process create
meaningful, coherent
representations of knowledge.
The successful learner can link
CONSTRUCTION OF new information with existing
Principle 3 KNOWLEDGE knowledge in meaningful
ways.
LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLES
Cognitive and Metacognitive Factors
The successful learner can
create and use a repertoire of
Principle 4 STRATEGIC THINKING thinking and reasoning
strategies to achieve complex
learning goals.
Higher order strategies for
THINKING ABOUT selecting and monitoring mental
Principle 5 operations facilitate creative
THINKING
and critical thinking.
Learning is influenced by
environmental factors, including
Principle 6 Context of learning culture, technology, and
instructional practices.
LEARNER-CENTERED
PSYCHOLOGICAL
MotivationalPRINCIPLES
and Affective Factors
Principle 7 MOTIVATIONAL AND
EMOTIONAL INFLUENCES ON
What and how much is
LEARNING
learned is influenced by the
motivation. Motivation to
learn, in turn,
is influenced by the
individual's emotional states,
beliefs, interests and goals,
and habits
LEARNER-CENTERED
PSYCHOLOGICAL
MotivationalPRINCIPLES
and Affective Factors
Principle 8 The learner's
INTRINSIC creativity, TO
MOTIVATION
higher order thinking, and
LEARN
natural curiosity all
contribute to
motivation to learn. Intrinsic
motivation is stimulated by
tasks of optimal novelty and
difficulty, relevant to
personal interests, and
LEARNER-CENTERED
PSYCHOLOGICAL
MotivationalPRINCIPLES
and Affective Factors
Principle 9 EFFECTS OF MOTIVATION ON
AcquisitionEFFORT
of complex
knowledge and skills requires
extended learner effort and
guided
practice. Without learners'
motivation to learn, the
willingness to exert this
effort is
LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLES
Developmental and Social Factors
Principle 10 DEVELOPMENTAL
AsINFLUENCES
individuals develop, there
ON LEARNING
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
LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLES
Developmental and Social Factors
Principle 11
Social influences on learning
Learning is influenced
by social interactions,
interpersonal relations,
and communication
with others.
LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLES
Learners
Individual Differences have different
Factors
strategies, approaches, and
Principle 12 capabilities for learning that
are a
Individual differences
in learning function of prior experience
and heredity.
LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLES
Individual Differences Factors
Learning is most effective
Principle 13 when differences in learners'
Learning and linguistic, cultural, and social
diversity backgrounds are taken into
account.
LEARNER-CENTERED
PSYCHOLOGICAL
PRINCIPLES
SettingFactors
Individual Differences appropriately high and
challenging standards and assessing
Principle 14 the learner as well as learning
Standards and
progress -- including diagnostic,
assessment process, and outcome assessment --
are integral parts of the learning
process.
“Tell me and I forget, teach
me and I may remember,
involve me and I learn”
Benjamin Franklin
Thank you!
Stay safe.