Learner Centered Psychological Principles ppt.pptx
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The document outlines 14 psychological principles of learning according to the American Psychological Association. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experience. Successful learners are active, goal-oriented, and self-regulating. Learning is influenced by many environmental and individual factors, including culture, technology, instructional practices, motivation, emotions, beliefs, and social interactions. Assessing learning progress through diagnostic, process and outcome measures provides valuable feedback for learners and teachers.
Learner Centered Psychological Principles ppt.pptx
- 1. Learner-Centered Psychological Principles MARK JAMES M. VINEGAS MASTER TEACHER I
- 3. The following 14 psychological principles pertain to all learners and the learning process. They are best understood as an organized set of principles; no principle should be viewed in isolation. This document is adapted from the principles developed by the American Psychological Association.
- 4. 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
- 5. 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.
- 6. 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.
- 7. 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
- 8. 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.
- 9. 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.
- 10. 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.
- 11. 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.
- 12. 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.
- 13. 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.
- 14. 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.
- 15. 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.
- 16. 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.
- 17. 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.