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14 Learning Principles: - Erica Miles Barrientos

The document outlines 14 psychological principles related to learning and learners. The principles are divided into four categories: cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, and individual differences. The principles acknowledge both internal psychological factors under a learner's control as well as external environmental contexts that interact with learning. The goal is to provide a holistic understanding of learners and the learning process.

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211 views6 pages

14 Learning Principles: - Erica Miles Barrientos

The document outlines 14 psychological principles related to learning and learners. The principles are divided into four categories: cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, and individual differences. The principles acknowledge both internal psychological factors under a learner's control as well as external environmental contexts that interact with learning. The goal is to provide a holistic understanding of learners and the learning process.

Uploaded by

ERICAMILES BARRIENTOS
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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14 LEARNING

PRINCIPLES
-Erica Miles Barrientos-
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.
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.
Motivational and Affective Factors
7. 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.

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.
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.
Developmental and Social Factors
10. 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.

11. Social influences on learning.


Learning is influenced by social interactions, interpersonal relations, and communication with others.
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.

Reference: https://www.apa.org/ed/governance/bea/learner-centered.pdf

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