Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main I
Rizal Avenue Extension, Batangas City
COLLEGE OF TEACHER EDUCATION
Castillo, Mark Gio M.
BSED SSTU 2101
Reporter No. 1
Facilitating Learner-Centered Teaching
Ed 105
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLE
TABLE OF CONTENTS:
• Background
• Learner-Centered Principles
• Assessment
Prepared by the Learner-Centered Principles Work Group of the American Psychological
Association's Board of Educational Affairs (BEA), November 1997
DO YOU AGREE?
The learner is the center of instruction.
Share it to our class.
BACKGROUND
Throughout its history, psychology has provided vital information for the design of
schooling based on theory and research on human learning, development, and motivation.
Research in psychology relevant to education has been particularly informative during the past
decade. Advances in our understanding of thinking, memory, and cognitive and motivational
processes can contribute directly to improvements in teaching, learning, and the whole enterprise
of schooling.
The learner-centered psychological principles, which are consistent with more than a
century of research on teaching and learning, are widely shared and implicitly recognized in many
excellent programs found in today's schools. They also integrate research and practice in various
areas of psychology, including developmental, educational, experimental, social, clinical,
organizational, community, and school psychology. Learner-centered psychological principles
provide a framework for developing and incorporating the components of new designs for
schooling. These principles emphasize the active and reflective nature of learning and learners.
From this perspective, educational practice will be most likely to improve when the educational
system is redesigned with the primary focus on the learner.
Our immediate goal in offering these learner-centered psychological principles is to
provide a framework that can contribute to current educational reform and school redesign efforts.
Through dialogue with concerned groups of educators, researchers, and policy makers, these
learner-centered principles can evolve further to contribute not only to a new design for America's
schools, but also to a society committed to lifelong learning, healthy human development, and
productivity.
ED 105 – FACILITATING LEARNER-CENTERED TEACHING 1
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main I
Rizal Avenue Extension, Batangas City
COLLEGE OF TEACHER EDUCATION
WHAT IS LPP?
The LPP were put together by the American Psychological Association. The focus on
psychological factors that are primarily internal to and under the control of the learner rather than
conditioned habits or physiological factors. However, the principles also attempt to acknowledge
external environment or contextual factors that interact with these internal factors. The principles
are intended to deal holistically with learners in the context of real-world learning situations. Thus,
they are understood as an organized set of principles; no principle should be viewed in isolation.
LEARNER-CENTERED PRINCIPLES
The following 14 psychological principles pertain to the learner and the learning process*.
They focus on psychological factors that are primarily internal to and under the control of the
learner rather than conditioned habits or physiological factors. However, the principles also
attempt to acknowledge external environment or contextual factors that interact with these internal
factors.
The principles are intended to deal holistically with learners in the context of real-world
learning situations. Thus, they are best understood as an organized set of principles; no principle
should be viewed in isolation. The 14 principles are divided into those referring to cognitive and
metacognitive, motivational and affective, developmental and social, and individual difference
factors influencing learners and learning. Finally, the principles are intended to apply to all
learners -- from children, to teachers, to administrators, to parents, and to community members
involved in our educational system.
Cognitive and Metacognitive Factors
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.
2. Goals of the learning process. The successful learner, over time and with support and
instructional guidance, can create meaningful, coherent representations of knowledge.
3. Construction of knowledge. The successful learner can link new information with
existing knowledge in meaningful ways
ED 105 – FACILITATING LEARNER-CENTERED TEACHING 2
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main I
Rizal Avenue Extension, Batangas City
COLLEGE OF TEACHER EDUCATION
4. Strategic thinking. The successful learner can create and use a repertoire of thinking
and reasoning strategies to achieve complex learning goals.
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.
Developmental and Social Factors
7. 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.
8. Social influences on learning. Learning is influenced by social interactions,
interpersonal relations, and communication with others.
Motivational and Affective Factors
9. Motivational and emotional influences on learning. What and how much is 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 of thinking.
10. 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.
11. 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.
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.
13. Learning and diversity. Learning is most effective when differences in learners' linguistic,
cultural, and social backgrounds are taken into account.
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.
ED 105 – FACILITATING LEARNER-CENTERED TEACHING 3
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main I
Rizal Avenue Extension, Batangas City
COLLEGE OF TEACHER EDUCATION
REMEMBER
The principles are intended to deal holistically with learners in the context of real-world learning
situations. The principles are intended to apply to all learners -- from children, to teachers, to
administrators, to parents, and to community members involved in our educational system.
ASSESSMENT:
2 Truths & 1 Lie
Direction: Each of the following items contain three statements (two true statements and 1 lie).
Determine the letter of the wrong statement.
1. A. American Psychological Association created the Learner-Centered Psychological
Principles
B. Lerner-Centered Psychological Principles were separated into four group of factors.
C. The focus on psychological factors that are primarily internal to and under the control
of the learner and external factors are not associated.
2. A. Curiosity is an intrinsic motivation that can leave a positive outcome in learning
B. Understanding diversity of students in all aspects of the human-being falls under the
motivational and social factors.
C. The principles are intended to deal holistically with learners in the context of real-world
learning situations.
3. A. The Learner-Centered Principles indicate that individual students have different
strategies and skills for learning based on their backgrounds and prior learning
experiences.
B. Metacognitive factors are thought processes students use to learn and cognitive factors
are their reflections about their thought processes.
C. LPP understood as an organized set of principles; no principle should be viewed in
isolation.
REFLECTION:
How does learner-centered psychological principles help the students in real life situations?
Prepared by:
Mark Gio M. Castillo
BSED SSTU 2101
ED 105 – FACILITATING LEARNER-CENTERED TEACHING 4
