14 LCP

Principles

Prepared for SPED 203 by

Janus G. Agustero-Naparan, DevEdD-SPED
14 Learner-Centered
Psychological
Principles
Weaknesses
Cognitive • Nature of the Learning
Process
and
Metacog- • Goals of the Learning Process
nitive • Construction of Knowledge
Factors
• Strategic Thinking

• Thinking about Thinking

• Context of Learning
Motivational • Motivational and emotional
influences on Learning
and
Affective • Intrinsic motivation to learn
Factors
• Effects of motivation on effort
Developmental
and Social • Developmental Influences
Factors on Learning

• Social Influences on Learning

Individual • Individual differences in
Difference learning
Factors
• Learning and Diversity

• Standards and Assessment

We are done with the
first part.
Thank you!
Weaknesses
Advance
Organizer
• Independence. Learners have to
possess their own learning.
They must develop their
autonomy in learning.

• Creativity. Learners should

possess the ability to develop
new ideas esp. in an artistic Dispositions
way.
• Self-motivation. Learners should
be responsible for their own
motivations, which cannot be
superimposed on them for it
should be something internal
and self-contained.

• Resilience. Learners should

possess the ability to recover Dispositions
quickly from setbacks and
failures.
Prior Knowledge

Weaknesses
Prior
• It is a mental structure that
Knowledge describes our knowledge
and experiences gained
during the course of our life
and how old experiences
are used to understand new
ones.
 • Schemata are also called
Schemata mental organizers.

• These are cognitive structures

that help us make sense of the
world around us. These are
discrete abstract structures with
respect to previous actions or
experiences.
 • Schema theories support the
idea that new information is
Schema constructed to fit
Theories information currently
existing in the mind
(Chapman & King, 2003)
• The new information must be
presented so that students fit their
new learning into their schemata.
Students organize and create new
meanings from the already existing
ideas in their minds.
 • Deep learning occurs when
students digest information
Deep and are nourished by their
Learning learning and are able to
make sense of it.

• Additionally, deep learning is used to

solve our problems. It is a
transformation toward autonomy and
meaning-making.
Learner
• Learner Autonomy is one of
Autonomy the new paradigms for
learning. It is concerned
with the nature rather that
the substance of learning
and which differs from mere
schooling (Glover & Law,
2002)
Superficial
• Knowing facts without using
Learning them to acquire other forms of
knowledge is an illustration of
superficial learning for it is
only focused on signs and
symbols. It is the knowledge of
what one is and not how one
is.
 Strategies for
Developing Prior
Knowledge
Weaknesses
• Fluid intelligence refers to the
innate ability to learn.
• High Fluid intelligence is
connected to enhanced ability to
encode, process, store, and
retrieve information.
• Low Fluid intelligence
refers to little or reduced
ability to process Fluid
information. Intelligence
• Advance Organizer
• Conceptual and Pedagogical
Models
• OVAR (Observe, Verify, Analyze
and Reflect) Strategy
• OEPT (Observe, Explain, Predict,
and Tutor) Strategy
• Chunking
• Outlining
• Highlighting Strategies
• Questioning (DSEGE)
• Describe a particular person, place,
object, event, or phenomenon.
• Specify the time element or time
sequence pattern
• Emphasize a causal relationship or a
process.
• Generalize ideas, principles, and
concepts with example.
• Emphasize a concept with
examples or illustrations.
Strategies
Cognitive Processes

Weaknesses
• Cognition – refers to our mental
abilities such as perceiving,
attending, remembering,
memorizing, and problem-
solving.
Cognitive
Process
• Cognition is an active process and,
therefore, specific knowledge is:

1. Acquired through the senses

2. Transformed through perception,
encoding, and interpretation
3. retrieved through the process of
recall; and Cognitive
4. Used in problem-solving Process
activities.
Cognitive
Processes: Sociologist have emphasized the
Perception symbolic aspects of social
interactions. They postulate
that cross-cultural linguistic
patterns indicate a wide range
of differences in the way we
perceive and think about the
world.
Cognitive
Processes: We interact with an attempt to
Attention influence other. We
communicate through speech,
expressive gestures, and
paralinguistic techniques.
Cognitive
Processes: There is uniqueness in human
Memory interactions. Unlike lower forms
of animals in the phylogenetic
principle, we interpret the
behaviors of other and react to
them in various ways and in
terms of what is believed to be
their meanings.
Cognitive
Processes: We communicate with and
Language influence others in ways that
are unintentional, unconscious,
nonsymbolic, and nonverbal.
Anthropologist Benjamin Whorf
believed that the structure of
our thoughts is reflective of how
we use language.
 Various researchers have
Cognitive pondered on the aspects of
Processes: interactions that are associated
Reasoning with basic biological
responses.
Interactions involving our higher
cognitive processes – our ability to
reason, think critically and reflectively,
use symbols, transform information,
modify knowledge to fit new situations,
and transmit information from one
generation to another – tend to vary
across cultures.
Cognitive Although every culture is
Processes: unique in itself, we continue to
Decision- communicate in various modes
and decide to share certain
Making characteristics.

Although researches have revealed that

some gestures vary widely in meaning,
we do not cease to communicate with
others as we share significant human
experiences.
Cognitive Differences in opinion, thought
Processes: processes, language, or
Problem- metaphysical beliefs become
major sources of problems and
solving conflicts.

However, we do not emphasize

differences. We, too, try to understand
the complexity of human nature as we
accept that people around the world
possess similar inherent emotional
dispositions affecting their nature and
range of interactions.
 Thought
Processes
Weaknesses
• Heredity
• Maturation
• Environment

Influences
of
Cognition
• There are hundreds and
thousands of examples that
show the complexity of our
thought processes.

Thought
Processes
• Special knowledge
• Domain specificity
• Analogical reasoning
• Expert systems
• Creativity
Cognitive
Process of
experts and
expert
systems
Cognitive
Process of
experts and
expert Special knowledge is focused on
systems: what experts know more about
Special certain topic than other people.
knowledge Experts have more strategies to
use to acquire knowledge and
use them in meaningful ways.
With the strategies they have,
experts can easily deal with
problems especially in their area
of specialization.
Cognitive
Process of
experts and
expert Domain specificity deals with the
systems: expert’s ability to extend and
Domain advance their thinking because
specificity they seem to produce sets where
the problems are or can be
represented. Experts develop
their competence in various
areas of knowledge such as in
Math or Science.
Cognitive
Process of
experts and
expert Analogical reasoning deals with
systems: the expert’s ability to use their
Analogical domain-specific knowledge in
reasoning other situations. Experts have
the ability to make analogy
between problems by
establishing the relationships
that support such analogy and
attributes that the relationship
applies to.
Cognitive
Process of
experts and
expert Expert systems deal with
systems: strategies such as chunking of
Expert facts and information into higher
systems order tasks that require well-
organized rules and schemas.
Expert systems can also make
use of a combination of problem-
solving strategies such as
forward search and backward
search.
Cognitive
Process of
experts and Creativity hinges on expert
expert
systems:
knowledge and perseverance.
Creative people work hard and
Creativity long; they are highly motivated.
They are particularly creative in
their field of expertise.
• Concepts
• Propositions
• Schemata
• Productions
• Scripts

Basic Units
of Cognition
Basic Units of
Cognition: Concepts are the building blocks
Concepts of cognition. They are general
labels that we attach to
categories of things and
information that share common
characteristics.
Basic Units of
Cognition: Propositions are composed of
Propositions related concepts. These are
units of declarative knowledge
that can stand alone as separate
assertions about the observed
experiences, events, or the
relationships among concepts.
Basic Units of
Cognition: A schema is an organizational
Schemata pattern of the mind. It is a
mental structure that helps us
organize knowledge. It aids us
to understand all the things
around us. Schemata are what is
true about the world, but it is
one’s knowledge about the
world.
Basic Units of
Cognition: Productions are the basic units
Productions of procedural knowledge.
Productions are things made or
created which are composed of
our knowledge on how to follow
series of step-by-step
procedures.
Basic Units of
Cognition: Scripts are knowledge
Scripts representations that set the
framework for procedural
knowledge. These are also used
for our experiences which
represent the clusters of past
and present events so that we
may interpret future events and
occurences.
• Student-centered instruction
• Activating prior knowledge
• Social interactions
• Problem-solving
• Elaboration
• Concept learning
Cognitive
Strategies
• Concept learning
o Use of core knowledge
o Integration of concepts across
curriculum
o Provision of an open-ended
curriculum
o Provision of cognitive flexibility
o Provision of cognitive Cognitive
apprenticeship Strategies
• The major goal of instruction is
student learning. Every teacher
wants his or her students to learn.
This is why teachers exert a lot of
effort to make instruction
effective. In so doing, they guide
students’ cognitive processing
during learning and make sure Strategic
that learning takes place. Demands on
Cognitive
Processing
• The following are the demands on
cognitive processes:
1. Extraneous processing
2. Essential processing
3. Generative processing
Strategic
Demands on
Cognitive
Processing
Extraneous processing occurs
when there is poor instructional
design and students’ processing
during learning does not support
the learning objective. It uses
inappropriate learning design that
does not match with the learning Strategic
objective. Demands on
Cognitive
Processing
To avoid extraneous processing,
teachers need to plan ahead and
organize relevant materials that
support instruction and student
learning. Effective teaching
requires that students develop
active engagement. Strategic
Demands on
Cognitive
Processing
Essential processing is needed
when there is inherent complexity
of the material being learned. It is
construed that if the material is too
complex or difficult to comprehend,
students need more processing
activities in order to fully grasp the Strategic
meaning of said material. Demands on
Cognitive
Processing
Generative processing should be
developed when students lack the
needed motivation. For example,
when teachers are so engrossed
with helping students comprehend
a certain lesson, everything may be
put to naught if they lack the Strategic
enthusiasm to learn. Demands on
Cognitive
Processing
Therefore, it is important to develop
students’ motivation by:
• Developing clear learning objectives
• Determining reasons for achieving
said learning goals
• Using visualization technique for
reaching goals; and Strategic
Demands on
• Creating a positive attitude.
Cognitive
Processing
Aquino, A. (2016). Facilitating Human
Learning (2nd edition). Manila: Rex
Bookstore Inc.

Reference