The Child and Adolescent Learners and Learning Principles

VISION
A provide of relevant and quality education to a
society where citizens are competent, skilled,
dignified and community- oriented.

MISSION
An academic institution providing technological,
professional, research and extension programs to
form principled men and women of competencies
and skills responsive to local and global
development needs.

QUALITY POLICY
Northwest Samar State University commits to
provide excellent, relevant, and quality instruction,
research, extension and production by adhering to
regulatory and statutory requirements and pledging
to continually improve its Quality Management
System, thereby satisfying client needs and
producing world- class professionals.

CORE VALUES
Resilience. Integrity. Service. Excellence.

INSTITUTIONAL GRADUATE OUTCOMES

Creative and critical thinkers
Life-long learners
Effective communicators
Morally and socially upright individuals
 The Child and Adolescent Learners and Learning Principles

Rationale
A Learner’s Guide is a powerful tool in helping students learn according of their own
pacing. This also helps teachers in presenting the course materials in an easy way. This is a
platform used for the purpose of delivering the objective of the course outside the classroom
premise and without teacher’s supervision.
This learner’s guide is intended for students taking Prof. Ed 1. This aims to develop a
coherence and explicit academic content within the course objectives. The said objectives must
be realized within a specific time allotment.
Students has to read and answer activities from this guide while they are on offline
class.
This is divided into 5 modules. Each module is composed of several lessons. Each
lesson has parts as reflected in the learning plan. They are as follows:
1. Let’s hit these – shows the goal or objective of the lesson to be achieved by the
learners at the end of the lesson.
2. Let’s get started – this is an enabling activity to motivate students using their prior
knowledge.
3. Let’s find out – this is to help students analyze the given task.
4. Let’s read – this is the part where students are given additional readings or more
information to enrich their knowledge about the lesson.
5. Let’s remember – this is now the part that gives the summary of the lesson.
6. Let’s do this – this is an activity given to measure students’ learnings on the particular
lesson.
7. Let’s check – this shows the correct answer to be given by the teacher after the
completion of the activity.

Course Code: Prof. Ed 1

Course Title: Child and Adolescent Learners and Learning Principles

Course Description: This course focuses on child and adolescent development with emphasis on
current research and theory on biological, linguistic, cognitive, social and emotional dimensions of
development. Further, this includes factors that affect the progress of development and shall include
appropriate pedagogical principles applicable for each developmental level.

Course Outcomes :
 The Child and Adolescent Learners and Learning Principles

Course Content:

This module is intended for the course, Prof. Ed 1- The Child and Adolescent Learners
and Learning Principles which focuses on child and adolescent learners’ development with
emphasis on current research and theory on biological, linguistic, cognitive, social, and
emotional dimensions of development. Further, this includes factors that affect the progress
of development of the learners and shall include appropriate pedagogical principles applicable
for each developmental level. The module will help one develop identity as a future teacher
and understand the role of the students’ identities in the classroom.

In this module, you will learn how theories and principles of development, learning and
motivation were given importance as they relate to the educational process.
Course Requirements:
The course requirement for this Prof. Ed 1 are the following:
 Reflective Journal (Mid-term)
 (Final term)

Grading Criteria:
Requirement/Assessment Task Percentage
Major Course Output 50%
Major Exams 30%
Class Standing 20%
TOTAL 100%

Course Materials:
 Rubrics
 Course policies
 The Child and Adolescent Learners and Learning Principles

Source: https://www.facebook.com/152712208176793/photos/rubrics-reflection-
paper/1839528706161793/
 The Child and Adolescent Learners and Learning Principles

MODULE 1
Module Title earner-Centered Psychological Principles (LCP)

Module Description: This module will discuss about the 14 principles in the teaching
learning process. The principles become foundational in determining methods for using
and evaluating programs and practices that provide instruction, curricula, and personnel
to enhance the teaching and learning process.

Purpose of the Module:

This module introduces you to the fourteen (14) learner-centered principles which shall
be used throughout this course as a guide in determining appropriate pedagogy for learners at
different life stages.

Module Guide:
In using this module, students must bear in mind that they should have focus in all the
things they will read. At the same time, they must imagine that they are inside the classroom
while answering the activities given. If words are vague and hard to understand, students must
find time to unlock the meaning of those words on their own.

Students must follow the following:

1. Read the lessons carefully and with understanding
2. Answer the post-test
3. Answer all the activities as instructed after each lesson
4. Follow all the instruction written in this module and
5. Submit necessary requirements on or before the deadline set by the instructor.
6. Answer of activities under “Let’s Get Started” and “Let’s Find Out” will be checked
Upon submission of this module.

Module Outcome: In this Module, challenge yourself to:

 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.

Module Requirements:
At the end of this module, the students are expected to write a reflection

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 The Child and Adolescent Learners and Learning Principles

Key Terms:
 Metacognitive
 Principles
 Cognitive
 Individual differences

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 The Child and Adolescent Learners and Learning Principles

LEARNING PLAN

Lesson Title: Learner-Centered Psychological Principles (LCP)

Let’s Hit These:

At the end of this lesson, students should be able to:
 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.

Let’s Get Started:

A. Do this activity before you read the Learner-Centered Principles.

1. Examine the title “ Learner-Centered Principles”. As fast as you can, jot down at least 10
words that come to your mind.
2. Go back to each word and write phrases about why you think the word can be
associated with LCP.
3. Lastly, answer the activity under “Let’s Find Out”

Let’s Find Out: Write your ideas on the blanks.

A. Share your responses with your classmates or group.

We think that Learner-Centered Principles focus on _____________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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 The Child and Adolescent Learners and Learning Principles

Let’s Read:

“Leaner centered” is the perspective that couples a focus on individuals learners – their
heredity, experiences, perspectives, background, talents, interests, capacities, and needs with a
focus on learning – the best available knowledge about learning and how it occurs and about
teaching practices that are most effective in promoting the highest levels of motivation,
learning, and achievement for all learners. This dual focus then informs and drives education
decision making. Learner-Centered is a reflection in practice of the Learner-Centered
Psychological Principles – in the programs, practice, policies, and people that support learning
for all.

This definition of learner-centered is thus based on an understanding of the Learner

Psychological Principles as a representation of the current knowledge base on learners and
learning. The principles apply to all learners, in and outside of school, young and old. Learner-
centered is also related to the beliefs, characteristics, dispositions and practices of teachers-
practices primarily created by the teacher. When teachers and their practices function from an
understanding of the knowledge base delineated in the Principles, they
(a) include learners in decisions about how and what they learn and how that learning is
assessed.
(b) Each learner’s unique perspectives
(c) Respect and accommodate individual differences in learner’s background, interests,
abilities, and experiences; and
(d) Treat learners as co-creators and partners in the teaching and learning process.

The 14 principles are divided into those referring to:

- Cognitive and Metacognitive

- Motivational and affective
- Developmental and social
- Individual differences factors

Cognitive and
Motivational and
Metacognitive
Affective Factors
Factor
(3 principles)
(6 principles)

14 Learner-
Centered
Principles
Developmental and Individual
Social Factors Differences Factors
(2 principles) (3 principles)

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 The Child and Adolescent Learners and Learning Principles

COGNITIVE AND METACOGNTIVE FACTOR

1. Nature and Learning Process
The learning of complex subject matter is most when it is an international process of
constructing meaning from information and experiences.
- There are different types of learning process
- Learning in schools
- Successful learners are active, goal directed, self-regulating and assume responsibility
for contributing to their own learning.

2. Goals of the learning process

The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representation of knowledge.
-the strategic nature of learning requires students to be goal directed.
-students must generate and pursue personal, relevant goals.
-educators can assist learners in creating meaningful learning goals that are consistent
with both personal educational aspirations and interest.
3. Construction of knowledge
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.
- Educators can assist learners in acquiring and integrating knowledge by a number of
strategies
4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals
- They use strategic thinking in their approach to learning, reasoning, problem solving
and concept learning.
- Can understand and use of variety of strategies to help them reach learning and
performance goals
5. Thinking about thinking
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
- Instructional methods that focus on helping learners develop these higher order
(metacognitive) strategies can enhance student learning and personal responsibility for
learning.
6. Context of learning
Learning is influenced by environmental factors, including culture, technology and
instructional practices
- Learning does not occur in vacuum.
- Cultural or group influences on students can impact many educationally relevant
variables.
- Technologies and instructional practices must be appropriate for learners’ level of prior
knowledge, cognitive abilities, and their learning and thinking strategies.

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 The Child and Adolescent Learners and Learning Principles

MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influences on learning

- What and how much is learned is influenced by the learner’s motivation.
- The rich internal world of thoughts, beliefs, goals and expectation for success or failure
can enhance or interfere with the learner’s quality of thinking and information
processes.
- Positive emotions, such as curiosity generally enhance motivation, facilitate learning
and performance.
8. Intrinsic Motivation to Learn
- The learner’s creativity, higher order thinking and natural curiosity all contribute to
motivation to learn.
- It is stimulated by tasks of optional novelty, and difficulty, relevant to personal interest,
and providing for personal choice and control.
- Curiosity, flexible and insightful thinking and creativity are major indicators of intrinsic
motivation to learn.
- Educators can encourage and support learner’s natural curiosity and motivation to learn
by attending to individual differences in learner’s perception.
9. Effects of Motivation on Effort
- Acquisition of complex knowledge and skills requires extended effort and guided
practice
- -Educators must be concerned with facilitating motivation by strategies that will
enhance learner’s effort
- Effective strategies includes
 Purposeful learning activities guided by practice that enhance positive emotions
and intrinsic motivation to learn
 Methods that increase learner’s perception that a task is interesting and relevant.

DEVELOPMENTAL AND SOCIAL FACTORS

10. Developmental influences Learning

- As individual develop,there are different opportunities and constraints in learning. Learning
is most effective when differential development within and across physical, intellectual,
emotional, and social domain is taken into account.
- Individual learns best when material is appropriate to their developmental level and is
presented in an enjoyable and meaningful way.
- Individual development varies across intellectual, social, emotional, and physical.
Therefore, achievement in different instructional domain may also vary.
- The cognitive, emotional, and social development of learners and how they interpret life
experiences are affected by prior schooling, home, culture and community factors.
- Early and continuing parental involvement in schooling and the quality of language
interactions and two-way communications between adults and children can influence this
developmental areas.
- Awareness and understanding of developmental differences among children with and
without physical, emotional, or intellectual disabilities can facilitate the creation of optimal
learning process.

11. Social influences on learning

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Learning is influenced by social interactions, interpersonal relations, and

communications with others.
- Learning can be enhanced when the learner has an opportunity to interact and to
collaborative with others on instructional tasks.
- Learning settings that allow for social interactions, and that respect diversity, encourage
flexible thinking and social competence.
- In interactive and collaborative instructional contexts, individuals have 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.
- Positive learning climates can also help to establish the context for healthier levels of
thinking, feeling and behaving. Such contexts help learners feel safe to share ideas,
actively participate in the learning process, and create a learning community.

INDIVIDUAL DIFFERENCES
12. Individual Differences in Learning
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.
- Through learning and social acculturation, they have acquired their own preferences for
how they like to learn and the pace at which they learn.
- Educators need to help students examine their learning preferences and expand or
modify them if needed.
- Educators need to be sensitive to individual differences, in general. Educators has to
attend to learner perceptions of the degree to which these differences are accepted and
adapted to by varying instructional methods and materials.
13. Learning and diversity
Learning is most effective when differences in learners’ linguistic, cultural, and social
backgrounds are taken into considerations.
- The same basic principles of learning, motivation, and effective instruction apply to all
learners. However, language, ethnicity, race, beliefs, and socioeconomic status can
influence learning. Educators should take into consideration all these factors in the
instructional setting because it enhances the possibilities for designing and
implementing appropriate learning environments.
- Levels of motivation and achievement are enhanced when learners see that their
individual differences in abilities, backgrounds, cultures, and experiences are valued,
respected, and accommodated in learning tasks.
14. Standards and assessments
Setting appropriately high and challenging standards and assessing the learner as well
as learning progress – including diagnostic, process and outcome assessment – are
integral part of the learning process.
- Assessment provides important information to both the learner and teacher at all ages
of the learning process.
- Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore appraisal of the learner’s cognitive strengths and
weaknesses, as well as current knowledge and skills, is important for the selection of
instructional materials.
- Ongoing assessment of the learner’s understanding of the curricular material can
provide valuable feedback to both learners and teachers about progress toward the
learning goals.

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 The Child and Adolescent Learners and Learning Principles

- Standardized assessments of learner progress and outcomes assessment provides one

type of information about achievement levels both within and across individuals that
can inform various types of programmatic decisions.
- Performance assessment can provide other sources of information about the attainment
of learning outcomes.
- Self-assessment of learning progress can also improve students self-appraisal skills and
enhance motivation and self-directed learning.

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:
1. The knowledge base
One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn
more effectively.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and enjoyment
of learning tasks all have a crucial role in the learning process.
4. Development and Individual Differences
Learning is a unique journey for each person because each learner has his own unique
combination of genetic and environmental factors that influence him.
5. Situation or context
Learning happens in the context of a society as well as within an individual.

Let’s Do This: From the module 14 learner and learning principles use in teaching
learning process, I learned that ___________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Module Post Test: The post will be uploaded in the Moodle by your instructor.

“By virtue of being born to humanity, every human being has a right to the development and
fulfillment of his potentials as a human being”
- Ashley Montagu

END
OF MODULE 1

CONGRATULATIONS AND GOD BLESS YOU!

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References/Sources:
Corpuz, Brenda et al. (2018, The Child and Adolescent Learners and Learning Principles.
Lorimar Publishing Inc.,Cubao Quezon City.
Bulusan, Ferdinand et.al (2019), Facilitating learner-centered teaching, Rex Book Store
Inc.Nicanor Sr St., Sampaloc, Manila.

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