LESSON 2

• American Psychological Association


  who put together the 14 principles
• Learner-centered Psychological Principles


  - focus on psychological factors deal holistically withthat are primarily internal to and under the control of the learner rather than conditioned habits or physiological factors.- The principles are intended to dealholisticallywith learners in the context ofreal-world learning situations.- the principles also attempt to acknowledgeexternal environment or contextual factorsthat interact with these internal factorsof real-worldacknowledge externalfactorsof realthat factors ofworld acknowledgeexternal factors ofreal thatof worldacknowledge external
• cognitive and metacognitive,

  motivational and affective,

  developmental and social

  individual difference factors


  FOUR PARTS OF 14 PPRINCIPLES
• Cognitive / Cognitive Factors


  - just thinking, mental process, ideas to remember

  - attention, perception, executive function, and reasoning. It also involves various strategies that one uses to learn something.

  - BLOOMS TAXONOMY (UNDERSTAND AND REMEMBER)
• Metacognitive


  - think critically

  - BLOOM'S TAXONOMY (Apply, Analyze, Evaluate, Create)

  - involve the monitoring and evaluation of cognitive factors.
• 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


  The principles under Cognitive and Metacognitive Factor
• 7. Motivational and Emotional Influences of Learning

  8. Intrinsic motivation to learn

  9. Effects on Motivation on Effort


  The Principle of Motivational and Affective Factors
• 10. Developmental Influences on Learning

  11. Social Influences of Learning


  The Principle of Developmental and Social Factors
• 12. Individual Differences in Learning

  13. Learning and Diversity

  14. Standards and Assessment


  The Principles of Individual Differences Factor
• Nature of Learning Process


  - The learning of complexcomplex subject matter is most effective when it is an intentional process of constructing meaning from information andexperience.- There are different types of learning processes, for example,habit formation in motor learning; and learning that involves the generation of knowledge, or cognitive skills and learning strategies.(automatized movements)and experience of
• Goals of Learning Process


  - The successful learner, over time and with support and instructional guidance, can create meaningful, coherentrepresentations of knowledge.-short-term and long-term goals- bothpersonalandeducationalaspirations and interests
• Construction of Knowledge


  • The successful learner canlink new informationwith existing knowledge in meaningful ways and apply it toexperiences.
• Strategic Thinking


  • The successful learner can create and use a repertoire of thinking and reasoning strategiesto achieve complex learning goals.- •do not easily give up on situations yet, trying out different strategies to achieve goals
• Thinking about thinking


  •Higher-order strategiesfor selecting and monitoring mental operations facilitate creative and critical thinking.• use ofauthentic assessmentfocuses on students using and applying knowledge and skills inreal-life settings• successful learners canreflecton how they think and learn
• Context of learning


  • Learning is influenced byenvironmental factors, including culture, technology, and instructional practices.- the lesson itself• technologies and instructional practices must beappropriate for learners' levelof prior knowledge, cognitive abilities and their learning and thinking strategies
• Motivational and emotional influences on learning


  • What andhow much is learnedis influenced by the learner’smotivation. Motivation to learn, in turn, is influenced by the individual’semotional states, beliefs, interests and goals, and habits of thinking.• the rich internal world of thoughts, beliefs, goals, and expectations forsuccess or failurecan enhance or interfere with the learner's quality of thinking and information processing•positive emotions, such ascuriosity• intensenegative emotions(anxiety, panic, rage, insecurity) and related thoughts (worrying about competence ruminating about failure, fearing punishment) detract from motivation/low performance
• Intrinsic motivation to learn


  • The learner’screativity, higher-order thinking, and natural curiosityall contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant topersonal interests, and providing for personal choice and control.
• Intrinsic Motivation


  When an individual engages in an

  activity or task and finds it

  personally gratifying.
• Effects of motivation on effort.


  •Acquisitionof complex knowledge and skills requires extended learnereffortand guided practice. Without learners’ motivation to learn, thewillingnessto exert this effort is unlikely without coercion.- LACKING may affect learner's motivation.•effortis anothermajor 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
• Developmental influences on learning.


  • As individuals develop, there are differentopportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.• individualslearn best when material appropriateto theirdevelopmental leveland is presented in an enjoyable and interesting way
• Social influences on learning.


  • Learning is influenced bysocial interactions, interpersonal relations, and communication with others.• learning can be enhanced when the learner has an opportunity to interact and tocollaboratewith others on instructional tasks
• Individual differences in learning.


  • Learners havedifferent strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.• individuals are born with and develop theirown capabilities and talents• educators need to be sensitive to individual differences byvarying instructional methods and materials
• through learning, and social acculturation


  • they have acquired their own preferences for how they like to learn and the pace at which they learn
• acculturation


  The adoption of cultural traits, such as language, by one group under the influence of another.
• Learning and diversity.


  • Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds aretaken into account.•language, ethnicity, race, beliefsand socioeconomic status all can influence learning
• Standards and assessment


  • Setting appropriately high and challengingstandardsand assessing the learner as well aslearning progress— includingdiagnostic, process, and outcome assessment— are integral parts of the learning process.• assessment isimportant to both the learner and teacherat all stages of the learning process• self-assessments of learning progress can alsoimprove students' self-appraisal skillsand enhance motivation and self-directed learning
• Alexander and Murphy


  gave a summary of the 14 principles and distilled them into five areas.
• The knowledge base


  •One'sexisting knowledge serves as the foundation of all future learning. The learner's previous knowledge will influence new learning specifically on how he represents new information, makes associations and filters new experiences.- cognitive and metacognitive
• Strategic processing and control.


  •Learners can developskills to reflect and regulate their thoughts and behaviorsin order to learn more effectively (metacognition).
• Motivation and affect


  •Factors such asintrinsic motivation (from within), reasons for wanting to learn, personal goals andenjoymentof learning tasks all have a crucial role in the learning process.
• Development and Individual Differences


  •Learning is aunique journey for each personbecause each learner has his own unique combination of genetic and environmental factors that influence him.
• Situation or context


  • Learning happens in thecontext of a societyas well as within an individual.