Revisiting the 14 Learner-

Centered Psychological
Principles
Facilitating Learning: Module 26

Prepared by:
JA Sarmiento
14 Learner-Centred Principles
1. Nature of Learning Process
2. Goals of the Learning Process
3. Construction of Knowledge
4. Strategic Thinking
5. Thinking about thinking
6. Context of Learning
7. Motivational and emotional influences on
learning.
14 Learner-Centred Principles
8. Intrinsic motivation to learn
9. Effects of motivation on effort
10. Developmental influences on learning
11. Social influences on learning
12. Individual differences in learning
13. Learning and diversity
14. Standards and assessment
Cognitive and Metacognitive
Factor
1. Nature of Learning Process

the learning of complex subject matter is

most effective when it is an international
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.

• Successful learners use in their approach to

learning reasoning, problem solving, and concept
learning.
5. Thinking about thinking
• Successful learners can reflect on how they think
and learn, set reasonable learning or performances
goals, select potentially appropriate learning
strategies or methods, and monitor their progress
towards these goals.
6. Context of Learning
• Learning is influenced by environmental factors,
including culture, technology and instructional
practices.
MOTIVATIONAL AND AFFECTIVE
FACTOR
7. Motivational and emotional
influences on learning

• 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 processing.
8. Intrinsic 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
• Effort is another major indicator of motivation to
learn. The acquisition of complex knowledge and
skills demands the investment of considerable
learner energy and strategic effort, along with
persistence over time.
DRVELOPMENTAL AND SOCIAL
FACTOR
10. Developmental influences on
learning
• learning is most effective when differential
developmental 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.
11. Social influences on learning

• Learning can be enhanced when the learner has an

opportunity to interact and to collaborate with
others on instructional tasks.
INDIVIDUAL DIFFERENCES FACTOR
12. Individual differences in
learning
• Individuals are born with and develop their own
capabilities and talents.
• Educators need to help students examine their
learning preferences and expand or modify them, if
necessary.
13. Learning and diversity
• the same basic principles of learning, motivation,
and effective instruction apply to all learners.
14. Standards and assessment
• Assessment provides important information to
both the learner and teacher at all stages of the
learning process.
Learner-Centered Instruction
Applying the principles, Eggen and Chauchak givebus
three cjaracteristics of learner-centered instruction:

1. Learners are at the center of the learning process

2. Teacher guides students' construction of
understanding
3. Teachers teach for understanding