This document discusses the 14 learner-centered psychological principles and how they relate to learner-centered instruction. It outlines three key characteristics of learner-centered instruction: 1) learners are at the center of the learning process, 2) teachers guide students' construction of understanding, and 3) teachers teach for understanding. The document provides examples of how each characteristic can be implemented in the classroom and aligned with the 14 principles, which position learning as an active process constructed by the learner based on their background and interests with the teacher acting as a facilitator.
This document discusses the 14 learner-centered psychological principles and how they relate to learner-centered instruction. It outlines three key characteristics of learner-centered instruction: 1) learners are at the center of the learning process, 2) teachers guide students' construction of understanding, and 3) teachers teach for understanding. The document provides examples of how each characteristic can be implemented in the classroom and aligned with the 14 principles, which position learning as an active process constructed by the learner based on their background and interests with the teacher acting as a facilitator.
This document discusses the 14 learner-centered psychological principles and how they relate to learner-centered instruction. It outlines three key characteristics of learner-centered instruction: 1) learners are at the center of the learning process, 2) teachers guide students' construction of understanding, and 3) teachers teach for understanding. The document provides examples of how each characteristic can be implemented in the classroom and aligned with the 14 principles, which position learning as an active process constructed by the learner based on their background and interests with the teacher acting as a facilitator.
This document discusses the 14 learner-centered psychological principles and how they relate to learner-centered instruction. It outlines three key characteristics of learner-centered instruction: 1) learners are at the center of the learning process, 2) teachers guide students' construction of understanding, and 3) teachers teach for understanding. The document provides examples of how each characteristic can be implemented in the classroom and aligned with the 14 principles, which position learning as an active process constructed by the learner based on their background and interests with the teacher acting as a facilitator.
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INTEGRATION
Module 26: Revisiting the 14- Learner-
Centered Psychological Principles Objectives: • Describe how the 14 principles are connected to each of the modules that was studied. • Align the learnings/ insights gained to the 14 principles • Demonstrate appreciation of the 14 principles as a sound framework for effectively facilitating learning. Study the picture below: Facilitating learning should be firmly anchored on the 14 learner centered psychological principles. The 14 principles espouse that everyone in the learning community is a learner, not just the students. There is mutuality in learning. Student learn from teachers. Student learn from one another. And more importantly is teachers learn from students. LEARNER- CENTERED INSTRUCTION Applying the 14 principles, Eggen and Chauchak give us Three Characteristics of Learner- Centered Instruction: • Learners are at the center of the learning process. • Teacher guides students’ construction of understanding. • Teachers teach for understanding. Learners are at the center of the learning process The criticisms of direct instruction have led educators to put more emphasis on the role of the student in the learning process. Many opted for a more student-centered environment as opposed to the traditional teacher-centered set-up. Learners are given more choices. Learning activities are designed with the needs, interests and developmental levels of the learners in foremost considerations. Teacher guides students’ construction of understanding. The 14 principles were put together because of the growing implications of research in cognitive psychology. Teachers in learner-centered classrooms provide a lot of opportunity for the learners to actively think, figure out things and learn on their own. The teacher serves more as a facilitator, a “guide on the side” rather than a “sage on stage” Teachers teach for understanding Students are placed at the center of the learning process. The teachers help them to take responsibility for their learning. As a result, students, through their own active search and experimentation, experience a movement from confusion to searching for answers, to discovery, and finally to understanding. The Program Intended Learning Outcomes Addressed (PILOs) by Facilitating Learning
PILO Assessment Task
a. have ... • Share learning skills that you have learned. LEARNING skills Prove that your acquired learning skills will help for lifelong learning you embark on lifelong learning. • Teach a group of elementary/secondary students some tips on learning skills. Make use of a powerpoint presentation. Good for 40 minutes. Convince them that these learning skills are essential for lifelong learning. PILO Assessment Task b. have a deep and principled • Make a Table of 2 columns. In Column understanding of the learning 1, state a principle of learning and in processes and the role of the Column 2, describe the facilitating role teacher in facilitating these of the teacher to ensure learning. Get a processes in their students. learning partner and do Columns 1 and 2, alternately. c. have a deep and principled Cite instances to prove that for education understanding of how to be relevant, it must relate to: a.) educational processes relate to historical, b.) social, c.) cultural and d.) larger historical, social, political processes. cultural, and political processes. PILO Assessment Task d. can facilitate learning of • On seperate Tables, identify different diverse types of learners, in groups of learners according to diverse type of learning learning styles and multiple environments, using a wide intellegences. The first column range of teaching knowledge contains the different learning styles/ and skills. multiple intellegences and the second column contains the learning activities that you will make use of to make them learn what happens in the process of mitosis. PILO Assessment Task d. can facilitate learning of • On seperate Tables, identify different diverse types of learners, in groups of learners according to diverse type of learning learning styles and multiple environments, using a wide intellegences. The first column range of teaching knowledge contains the different learning styles/ and skills. multiple intellegences and the second column contains the learning activities that you will make use of to make them learn what happens in the process of mitosis. PILO Assessment Task d. can facilitate learning of 2. Students can also vary in language, diverse types of learners, in culture, and in home background. Give diverse type of learning POINTS to REMEBER in dealing and environments, using a wide teaching these diverse types of learners. range of teaching knowledge POINTS TO REMEBER WHEN and skills. TEACHING ______ (mention the type of learners): 1. 2. 3. PILO Assessment Task d. can facilitate learning of 3. Describe your strategies to facilitate the diverse types of learners, in learning of children who belong to the diverse type of learning Indigenous People’s group. The lesson is environments, using a wide on care for the environment and the range of teaching knowledge learning outcome is for IP children to and skills. maintain their cultural practic es in preserving the environment. Thank You For Listening!!