ED 101

BASIC CONCEPTS
AND ISSUES
ON HUMAN DEVELOPMENT

CHARESS JOY D. DELA CRUZ, EdD

Course Facilitator
 LET US PRAY

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 ED 101
BASIC CONCEPTS
AND ISSUES
ON HUMAN DEVELOPMENT

CHARESS JOY D. DELA CRUZ, EdD

Course Facilitator
 GUESS THE WORD E_T_R__L
ADJ.

belonging to or forming the

outer surface or structure of
something

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 GUESS THE WORD C__N_T_V_
ADJ.

Relating to or involving the

processes of thinking and
reasoning

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 GUESS THE WORD N__UR_
N.

the basic or inherent features

of something, especially when
seen as characteristic of it.

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 GUESS THE WORD ST__T__IC
ADJ.

is an action that managers

take to attain one or more of
the organization’s goals.

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 GUESS THE WORD CONTEXT
N.

the circumstances that form

the setting for an event,
statement, or idea, and in
terms of which it can be fully
understood and assessed.

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 TOPIC 1.1
LEARNER – CENTERED
PSYCHOLOGICAL PRINCIPLES

CHARESS JOY D. DELA CRUZ, EdD

Course Facilitator
 The Learner-Centered
Psychological Principles
The Learner-Centered Psychological Principles were put together by the
American Psychological Association (APA). 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.

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 The Learner-Centered
Psychological Principles
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 (1) cognitive and metacognitive,
(2) motivational and affective, (3) developmental and social, and (4)
individual difference factors influencing learners and learning.

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 The Learner-Centered
Psychological Principles
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.

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Cognitive and Metacognitive Factors
 “The learning of complex
subject matter is most
effective when it is an
intentional process of
constructing meaning from
information and experience.”
1. Nature of the
learning process.
 There are different types of
learning processes, for
example, habit formation in
motor learning; and learning
that involves the generation
of knowledge, or cognitive
1. Nature of the skills and learning strategies.
learning process.
 Learning in schools
emphasizes the use of
intentional processes that
students can use to construct
meaning from information,
1. Nature of the experiences, and their own
learning process. thoughts and beliefs.
 Successful learners are active,
goal-directed, self-regulating,
and assume personal
responsibility for contributing
to their own learning. The
1. Nature of the principles set forth in this
learning process. document focus on this type
of learning.
 “The successful learner, over
time and with support and
instructional guidance, can
create meaningful, coherent
2. Goals of the representations of
learning process. knowledge.”
 The strategic nature of
learning requires
students to be goal
directed. To construct
useful representations of
knowledge and to
2. Goals of the acquire the thinking and
learning process. learning strategies
necessary for continued
learning success across
the life span, students
must generate and
pursue personally
relevant goals.
 Initially, students' short-
term goals and learning
may be sketchy in an
area, but over time their
understanding can be
2. Goals of the refined by filling gaps,
learning process. resolving inconsistencies,
and deepening their
understanding of the
subject matter so that
they can reach
longer-term goals.
 Educators can assist
learners in creating
2. Goals of the meaningful learning goals
learning process. that are consistent with
both personal and
educational aspirations
and interests.
 “The successful learner can
link new information with
existing knowledge in
meaningful ways.”
3. Construction of
knowledge.
 Knowledge widens and
deepens as students
continue to build links
between new information
and experiences and their
existing knowledge base.
3. Construction of The nature of these links
knowledge. can take a variety of forms,
such as adding to,
modifying, or reorganizing
existing knowledge or skills.
 How these links are made or
3. Construction of develop may vary in different
knowledge. subject areas, and among
students with varying talents,
interests, and abilities.
 However, unless new
knowledge becomes
integrated with the learner's
prior knowledge and
3. Construction of understanding, this new
knowledge. knowledge remains isolated,
cannot be used most
effectively in new tasks, and
does not transfer readily to
new situations.
 Educators can assist learners
in acquiring and integrating
knowledge by a number of
strategies that have been
3. Construction of shown to be effective with
knowledge. learners of varying abilities,
such as concept mapping
and thematic organization or
categorizing.
 “The successful learner can
create and use a repertoire
of thinking and reasoning
strategies to achieve complex
4. Strategic thinking. 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
4. Strategic thinking.
them reach learning and
performance goals, and to
apply their knowledge in
novel situations.
 They also continue to
expand their repertoire of
strategies by reflecting on
the methods they use to
see which work well for
4. Strategic thinking. them, by receiving guided
instruction and feedback,
and by observing or
interacting with
appropriate models.
 Learning outcomes can be
enhanced if educators assist
learners in developing,
4. Strategic thinking. applying, and assessing their
strategic learning skills.
 “Higher order strategies for
selecting and monitoring
mental operations facilitate
creative and critical thinking.”

5. Thinking about
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 toward
5. Thinking about these goals.
thinking.
 In addition, successful learners
know what to do if a problem
occurs or if they are not making
sufficient or timely progress
toward a goal. They can generate
alternative methods to reach their
5. Thinking about goal (or reassess the
thinking. appropriateness and utility of the
goal).
 Instructional methods that
focus on helping learners
develop these higher order
(metacognitive) strategies
can enhance student learning
5. Thinking about
and personal responsibility for
thinking.
learning.
 “Learning is influenced by
environmental factors,
including culture, technology,
6. Context of and instructional practices.”
learning.
 Learning does not occur in a
vacuum. Teachers a major
interactive role with both the
learner and the learning
environment. Cultural or group
influences on students can impact
many educationally relevant
6. Context of variables, such as motivation,
learning. 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.
The classroom environment,
6. Context of particularly the degree to which it
learning. is nurturing or not, can also have
significant impacts on student
learning.
QUESTIONS
ASSIGNMENT
DEADLINE: FRIDAY 5PM
“
Now that you have classified the six (6) Cognitive and
Metacognitive factors, if you are to apply it in a

”
classroom in the future, how are you going to
contextualized or what activities are you going to
conduct every principle?
Thank you