14 learner centered principles

14 Learner- Centered
Principles
Prepared By: CyllAnnVer8n

In this lesson, challenge yourself to:
explain the 14 principles.
advocate for the use of the 14
principles in the teaching-learning
process.
identify ways on how you can apply
the 14 principles in instruction as a
future teacher.

Introduction
You, the learner, are the center of
instruction. The world of instruction
revolves around you. This lesson is
focused on the fourteen (14)
principles that are learner-centered.

14 Learner-
Centered
Principles
Cognitive and
Metacognitive
Factors
(6 Principles)
Motivational
and Affective
Factors
(3 Principles)
Developmental
and Social
Factors
(2 Principles)
Individual
Difference
Factors
(3 Principles)

Examine the title, “Learner-Centered
Principles.” Quickly, jot down at least 10 words
that comes to your mind.
Go back to each word and write phrases about
why you think the words can be associated
with LCP.
Form groups of three (3) members each.
Share your responses and summarize
afterwards on a one-half sheet of paper.
“We think that LCP focus on…”

(American Psychological Association)
Focus on psychological factors that are
primarily internal to and under the control of
the learner rather than conditioned habits of
physiological factors.
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.
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.

14 learner centered principles

The learning of complex subject matter is most
effective when it is an intentional process of
constructing meaning from information and
experience.
There are different types of learning processes,
for example, habit formation and motor
learning, and learning that involves the
generation of knowledge, or cognitive skills and
learning strategies.
Learning in schools emphasizes the use of
intentional processes that students use to
construct meaning from information,
experiences, and their own thoughts and
beliefs.

Successful learners are active, goal-directed,
self-regulating, and assume responsibility for
contributing to their own learning .

The successful learner, over time and with
support and instructional guidance, can create
meaningful, coherent representations of
knowledge.
The strategic nature of learning requires
students to be goal-directed.
To construct useful representations of
knowledge and to acquire the thinking and
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 refined by…

…filling gaps, resolving inconsistencies, and
deepening their understanding of the subject
matter so that they can reach longer-term
goals.
Educators can assist learners in creating
meaningful learning goals that are consistent
with both personal and educational aspirations
and interests.

The successful learner can link new information
with existing knowledge in meaningful ways.
Knowledge widens and deepens as students
continue to build links between new information
and experiences and their existing knowledge
base. The nature of these links can take a
variety of forms, such as adding to, modifying,
or reorganizing existing knowledge or skills.
How these links may are made or developed
may vary in different subject areas, and among
students with varying talents, interests and
abilities.

However, unless new knowledge becomes
integrated with the learner’s prior knowledge
and understanding, this new knowledge
remains isolated, cannot be used most
effectively in new tasks, and does not readily
transfer to new situations.
Educators can assist learners in acquiring and
integrating knowledge by a number of
strategies that have been shown to be effective
with 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 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 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 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,
applying, and assessing their strategic learning
skills.

Higher order strategies for selecting and
monitoring mental operations facilitate creative
and critical 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 these goals.
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 goal (or reassess the
appropriateness and utility of the goal).

Instructional methods that focus on helping
learners develop these higher order
(metacognitive) strategies can enhance student
learning and personal responsibility for
learning.

Learning is influenced by environmental factors,
including culture, technology, and instructional
practices.
 Learning does not occur in a vacuum.
Teachers play a major interactive role with both
the learner and the learning environment.
 Cultural or group influences on students can
impact many educationally relevant variables,
such as motivation, 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, particularly the
degree to which it is nurturing or not, can also
have significant impacts on student learning.

What and how much is learned is influenced by
the learner’s motivation. Motivation to learn, in
turn, is influenced by the individual’s emotional
states, beliefs, interests and goals, and habits
of thinking.
The rich internal world of thoughts, beliefs,
goals, and expectations for success or failure
can enhance or interfere with the learner’s
quality of thinking and information processing.
Students’ beliefs about themselves as learners
and the nature of learning have a marked
influence on motivation. Motivational and
emotional factors also influence both the
quality of thinking and information processing
as well as the individual’s motivation to learn.

Positive emotions, such as curiosity, generally
enhance motivation and facilitate learning and
performance. Mild anxiety can also enhance
learning and performance by focusing the
learner’s attention on a particular task.
However, intense negative emotions (e.g.
anxiety, panic, rage, insecurity) and related
thoughts (e.g. worrying about competence,
ruminating about failure, fearing punishment,
ridicule, or stigmatizing labels) generally
detract from motivation, interfere with learning,
and contribute to low performance.

The learner’s creativity, higher order thinking, and
natural curiosity all contribute to 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.
Curiosity, flexible and insightful thinking, and
creativity are major indicators of the learners’
intrinsic motivation to learn, which is in large
part a function of meeting basic needs to be
competent and to exercise personal control.

Intrinsic motivation is facilitated on tasks that
learners perceive as interesting and personally
relevant and meaningful, appropriate in
complexity and difficulty to the learners’
abilities, and on which they believe they can
succeed.
Intrinsic motivation is also facilitated on tasks
that are comparable to real-world situations
and meet needs for choice and control.

Educators can encourage and support learners’
natural curiosity and motivation to learn by
attending to individual differences in learners’
perceptions of optimal novelty and difficulty,
relevance, and personal choice and control.

Acquisition of complex knowledge and skills
require extended learner effort and guided
practice. Without learners’ motivation to learn,
the willingness to exert this effort is unlikely
without coercion.
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.

Educators need to be concerned with
facilitating motivation by strategies that
enhance learner effort and commitment to
learning and to achieving high standards of
comprehension and understanding.
Effective strategies include purposeful learning
activities that enhance positive emotions and
intrinsic motivation to learn, and methods that
increase learners’ perceptions that a task is
interesting and personally relevant.

As individuals develop, there are different
opportunities and constraints for learning.
Learning is most effective when differential
development 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.
Because individual development varies across
intellectual, social, emotional, and physical
domains, achievement in different instructional
domains may vary.

Overemphasis on one type of developmental
readiness—such as reading readiness, for
example—may preclude learners from
demonstrating that they are more capable in
other areas of performance.
The cognitive, emotional, and social
development of individual learners and how they
interpret life experiences are affected by prior
schooling, home, culture and community factors.

Early and continuing parental involvement in
schooling and the quality of language
interactions and two-way communications
between adults and children can influence these
developmental areas.
Awareness and understanding of developmental
differences among children with and without
emotional, physical, or intellectual disabilities
can facilitate the creation of optimal learning
contexts.

14 learner centered principles

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