PROGRAM OUTCOMES:

In pursuance of the above-stated mission, the objectives of the College are as follows:

1. Acquire higher level literacy, communication, numeracy, critical thinking, learning and
ICT skills needed for lifelong learning;
2. Demonstrate deep and principled understanding of how educational processes relate to
larger historical, social, cultural, and political processes;
3. Manifest a meaningful and comprehensive knowledge of the subject matter they will
teach;
4. Apply a wide range of teaching processes skills including curriculum development,
lesson planning, materials development, educational assessment, and teaching approaches
5. Cultivate experience in the field classrooms (e.g. classroom observations, teaching
assistance, practice teaching);
6. Demonstrate and practice professional and ethical requirements of the teaching
profession;
7. Reflect on the relationship among the teaching process skills, the learning processing in
the student, the nature of the content/subject matter, and the broader social forces
encumbering the school and educational processes in order to constantly improve their
teaching knowledge, skills and processes; and
8. Possess willingness and capability to continue learning in order to better fulfill their
missions as teachers.

COURSE TITLE: THE CHILD AND ADOLESCENT LEARNERS AND LEARNING

PRINCIPLES

COURSE DESCRIPTION:

This course focuses on child and adolescent development with emphasis on current
research and theory on biological, linguistic, cognitive, social and emotional dimensions of
development. Further, this includes factors that affect the progress of development of the learners
and shall include appropriate pedagogical principles applicable for each developmental level.

COURSE OUTCOMES:

In this course, you should be able to:

1. Demonstrate an understanding of research-based knowledge in child and

adolescent development and principles of teaching and learning. (PPST 1.2.1)
2. Articulate the rootedness of education in psychological contexts – CMO PSG
No. 74-s. 2017
3. Demonstrate understanding of supportive learning environment that nurture and
inspire learners at each developmental level. (PPST 2.4.1)
4. Demonstrate knowledge and understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences.
(PPST 3.1.1)
5. Apply pedagogies of learning and teaching appropriate for each developmental
level.
6. Choose activities and strategies that are responsive to the learners’ linguistic,
cultural, socio-economic and religious backgrounds. ( PPST 3.2.1)
 Module 1

LEARNERS- CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

I. Introduction:

The learner is the center of instruction. The world of instruction revolves around the
learner. This module introduces you to fourteen (14) learner – centered principles which be used
throughout his book as a guide in determining appropriate pedagogy for the learners at different
life stages.

II. Module Learning Outcomes:

In this module, you should be able to:
1. explain the fourteen (14) principles;
2. identify ways on how to apply the 14 principle in instruction as a future teacher;
3. provide examples of learning activities reflecting the use of 14 principles in educative
process; and
4. create a video presentation promoting the use of 14 principles in the teaching learning
process

III. Pre – Assessment:

Instructions: Determine which factor does each of the statement fall under. Encircle the
letter of your choice

1. Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c. Motivational and Affective factors
d. Individual Differences factors
2. Educators need to be concerned with facilitating motivation by strategies that
enhance learner effort and commitment to learning and to achieving high standard
of comprehension and understanding.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c.Motivational and Affective factors
d. Individual Difference factors
3. Early and continuing parental involvement in schooling, and the quality of
language interaction and two –way communications between adults and children
can influence these developmental areas.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c.Motivational and Affective factors
d. Individual Difference factors
4. Educators need to help students examine their learning preferences and expand or
modify them, if necessary.
a. Cognitive and Metacognitive factor
b. Developmental and Social factor
c.Motivational and Affective factors
 d. Individual Difference factor
5. Learning does not occur in a vacuum. teachers play a major interactive role with
both the learner and the learning environment.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c.Motivational and Affective factor
d. Individual Difference factors
6. Which principle states that learners have different strategies, approaches, and
capabilities of learning?
a.Standards and Assessment
b. Individual Differences
c.Learning and Diversity
d. Developmental Influences on Learning
7. Which of the following terms refer to “Thinking about Thinking”?
a.Strategic Thinking c. Principle Thought
b. Critical Thinking d. Metacognition
8. Which principle asserts that learning is influenced by environmental factors,
including culture, technology, and instructional practices?
a.Motivational and Emotional Influences
b. Context of Learning
c.Strategic Thinking
d. Knowledge Construction
9. Which refers to a motivation that is stimulated by tasks of optimal novelty and
difficulty, relevant to personal experiences, and providing for personal choice and
control?
a. Intrinsic c. Positive Reinforcement
b. Extrinsic d. Negative Reinforcement
10. Which principle states that learning is most effective when differential
development within and across physical, intellectual, emotional, and social
domains is taken into account?
a.Social Influences on Learning c. Intellectual Influences on Learning
b. Physical Influences on Learning d. Developmental Influences on Learning

IV. Module Map:

14 Learner – Centered Principles

Cognitive and
Metacognitive factor Motivational and Developmental and Social Individual Differences
(6 principles) Affective Factors Factor Factors
(3 principles) (2 principles) (3 principles)

This map shows the four dimensions of the Learner-

Centered Principles (LCP).
 V. Core Content:

ENGAGE: GETTING TO KNOW LEARNER CENTEREDNESS

Students Need to Lead the Classroom, not Teachers

by: Katherine Cadwell

I have the best job in the world. Why? Cause I get paid to learn. I've been teaching high school since
1981. And every day my students teach me something new about the subjects that I teach, Ancient History and
Philosophy, and about who they are and how they learn.

I've always been excited to get up and go to work in the morning until about five years ago when I
became highly disillusioned with this preofession that I love. It seemed to me that my high school students were
becoming less curious. They seemed to have a harder time with the hard tasks of learning and a really difficult
time when they have to wrestle with confusion. The most frequent question that I was getting on the first day of
school was

"Mrs. Cadwell, can you tell me what I need to do to get an A?"

And I heard that, my heart would sink. But then I realized that these students were doing what they
were trained to do. They were trained to focus on answers rather han questions and it dawned on me that I was
being trained as well. I was a cog in a wheel in a system that put on the premium on the product rather than on
the process of inquiry. So I made a decision that I was going to radically change my teaching process for the
benefit of my students but also for the health of our democracy.

Our current educational system is still stuck in the dark ages despite recent effort and school redesign,
many high school students are in classrooms where they are being asked to absorb massive amounts of
information and then regurgitate it back on the tests. Many of them have to sit in rows and raise their hands to
let their voices be heard. I know this because this is what my classroom look liked for years.

Our current educational system is still stuck in the dark ages despite recent effort and school
redesign, many high school students are in classrooms where they are being asked to absorb
massive amounts of information and then regurgitate it back on the tests. Many of them have to sit
in rows and raise their hands to let their voices be heard. I know this because this is what my
classroom look liked for years.

Note: You may opt to watch the video on youtube: https://www.youtube.com/watch?

v=gzQhiB2EOVE.

Based on the text above “The Student Needs to Lead the Classroom, Not Teachers” by
Katherine Cadwell, you answer the following questions below:

1. What factors prompted the teacher to change her classroom delivery?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________
2. According to Socrates as cited from Cadwell, education is kindling of flame rather than
the filling of a vessel, do you agree or disagree with this? Why or why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________

3. Cite the steps she had taken to achieve learner-centered classroom.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________

4. Explain the concept of her teaching approach.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________

EXPLORE: MAPPING THE LEARNER-CENTERED PRINCIPLES

 1. Provide terms that you think are connected to learning and/or learner-centered principles.

LEARNER-
CENTERED
PRINCIPLES

2. Choose three terms that you have provided and give a brief explanation on why they are
connected to learner.
1. _____________________________________________________________________
_________________________________________________________
2. _____________________________________________________________________
_________________________________________________________
3. _____________________________________________________________________
_________________________________________________________

EXPLAIN: GETTING TO KNOW THE 14 LEARNER- CENTERED

PSYCHOLOGICAL PRINCIPLES

I. LEARNER- CENTERED PSYCHOLOGICAL PRINCIPLES

The Learners- Centered Psychological Principles were put together by the American
Psychological Association. These psychological principles focuses with learner and the learning
process. The fourteen (14) principles have the following aspects:

 They focus on psychological and physiological factors. It also acknowledge the external
or contextual factors.
 The principles are intended to deal holistically with learners in the context of real –world
learning situations.
 The principles are divided into four (4) factors: Cognitive and Metacognitive,
Motivational and Affective, Developmental and Social, and Individual Differences.

A. COGNITIVE AND METACOGNITIVE FACTORS

 1. Nature of the learning process
 The learning of complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience.
Note: Use techniques that aid students in constructing meaning from information,
experiences, and their own thought and beliefs.

2. Goals of the Learning process

 The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representation of knowledge.
Note: Create meaningful student learning goals and educational aspirations and
interests.

3. Construction of knowledge

 The successful learner can link new information with existing knowledge in
meaningful ways.
Note: Assist learners in acquiring and integrating knowledge by using such
strategies as concept mapping and thematic organization or categorizing.

4. Strategic Thinking
 The successful learner can
create and use a repertoire of
thinking and reasoning
strategies to achieve complex
learning goals.
Note: Assist learners in
developing, applying, and
assessing their strategic
learning skills.

5. Thinking about thinking

 Higher order strategies for
selecting and monitoring mental operations facilitate creative and critical
thinking.
Note: Use instructional methods that focus on helping learners develop these
higher order strategies to enhance learning and personal responsibility for
learning.

6. Context of Learning
 Learning is influenced by environmental factors, including culture, technology,
and instructional practices.
Note: Use instructional methods that focus on helping learners develop these
higher order strategies to enhance learning and personal responsibility for
learning.

B. MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influences on 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.
Note: Help students avoid 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).
8. Intrinsic motivation to learn
 The learner’s creativity, higher order thinking, and natural curiosity all contribute
to motivation to learn. Intrinsic motivation is stimulated by task of optimal
novelty and difficulty, relevant to personal interests and providing for personal
choice and control.
Note: 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.
9. Effects of motivation on effort
 Acquisition of complex knowledge and skills requires extended learner effort and
guided practice. Without learner’s motivation to learn, the willingness to exert
this effort is unlikely without coercion.
Note: Facilitate motivation by using strategies that enhance learner effort and
commitment to learning and to achieving high standards of comprehension and
understanding.

C. DEVELOPMENTAL AND SOCIAL FACTORS

10. Developmental influences on learning

 As individuals develops, there different opportunities and constrains for learning.
Learning is most effective when differential development within and across
physical, intellectual, emotional, and social domains is taken into account.
Note: Be aware of and understand developmental differences among students
with and without emotional, physical, or intellectual disabilities, to facilitate the
creation of optimal learning contexts.

11. Social influences on learning

 Learning is influenced by social interactions, interpersonal relations, and
communication with others.
Note: Allow for interactive and collaborative instructional contexts to provide
individuals an opportunity for perspective taking and reflective thinking that may
lead to higher levels of cognitive, social and moral development, as well as self-
esteem.
 D. INDIVIDUAL DIFFERENCES FACTORS

12. Individual differences in learning

 Learners have different
strategies, approaches, and
capabilities for learning that
are a function of higher
experience and heredity.
Note: Help student examine
their learning preferences and
expand or modify them, if
necessary.

13. Learning and diversity

 Learning is most effective
when differences in learners’
linguistic, cultural, and social backgrounds are taken into account.
Note: Paying careful attention to these factors in the instructional setting
enhances the possibilities for designing and implementing appropriate learning
environments.

14. Standards and assessment

 Setting appropriately high and challenging standards and assessing the learner as
well learning progress – including diagnostic, process, and outcome assessment –
are integral parts of the learning process.
Note: Use of varied types of assessment will provide a clearer picture of student
learning.

The 14 psychological principles are distilled into five areas provided by Alexander and
Murphy.
1. The knowledge base
2. Strategic processing and control
3. Motivation and affect
4. Development and Individual Differences
5. Situation and context.

EXTEND: EXEMPLIFYING THE 14 LEARNER- CENTERED PSYCHOLOGICAL

PRINCIPLES

Based on your previous experiences, provide learning activities in relation to specific

learner-centered principles. Fill out the given table.

14 LEARNER-CENTERED
SPECIFIC PRINCIPLES LEARNING ACTIVITIES
PRINCIPLES
1. Nature of the Learning
Process
COGNITIVE AND
2. Goals of the Learning
METACOGNITIVE
Process
FACTORS
3. Construction of
Knowledge
 4. Strategic Planning

5. Thinking About Thinking

6. Context of Learning

1. Motivational and
Emotional Influences On
Learning
MOTIVATIONAL AND 2. Intrinsic Motivation To
AFFECTIVE FACTORS Learn
3. Effects of Motivation on
Effort
1. Developmental Influences
DEVELOPMENTAL AND on Learning
SOCIAL FACTORS 2. Social Influences on
Learning
1. Individual Differences In
Learning
INDIVIDUAL DIFFERENCE
2. Learning And Diversity
FACTORS

3. Standards and Assessment

EVALUATE: GAUGING MY THOUGHTS ON THE 14 LEARNER- CENTERED

PSYCHOLOGICAL PRINCIPLES

Create a five-minute video presentation which advocates the use and importance of 14 learner-
centered principles.

Criteria for judging

Creativity/ Originality - 50 %
Message Content (Relevance to the Topic, Logical Sequence) - 30 %
Technical Organization (Continuity, Timing, Sound Quality, Adherence)- 20 %
Over All Total - 100 %

VI. Topic Summary

In this module, you have learned....

 Learned-centered principles aim to holistically develop every learner.
 The learner-centered psychological principles are divided into four factors: Cognitive
and Metacognitive, Motivational and Affective, Developmental and Social, and
Individual Differences.

VII. Post-Assessment
Instruction: Encircle the letter of your answer.
1. Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c. Motivational and Affective factors
d. Individual Differences factors
2. Educators need to be concerned with facilitating motivation by strategies that
enhance learner effort and commitment to learning and to achieving high standard
of comprehension and understanding.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c.Motivational and Affective factors
d. Individual Difference factors
3. Early and continuing parental involvement in schooling, and the quality of
language interaction and two –way communications between adults and children
can influence these developmental areas.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c.Motivational and Affective factors
d. Individual Difference factors
4. Educators need to help students examine their learning preferences and expand or
modify them, if necessary.
a. Cognitive and Metacognitive factor
b. Developmental and Social factor
c.Motivational and Affective factors
d. Individual Difference factor
5. Learning does not occur in a vacuum. teachers play a major interactive role with
both the learner and the learning environment.
a. Cognitive and Metacognitive factor
b. Developmental and Social factors
c.Motivational and Affective factor
d. Individual Difference factors
6. Which principle states that learners have different strategies, approaches, and
capabilities of learning?
a.Standards and Assessment
b. Individual Differences
c.Learning and Diversity
d. Developmental Influences on Learning
7. Which of the following terms refer to “Thinking about Thinking”?
a.Strategic Thinking c. Principle Thought
b. Critical Thinking d. Metacognition
8. Which principle asserts that learning is influenced by environmental factors,
including culture, technology, and instructional practices?
a.Motivational and Emotional Influences
b. Context of Learning
c.Strategic Thinking
d. Knowledge Construction
 9. Which refers to a motivation that is stimulated by tasks of optimal novelty and
difficulty, relevant to personal experiences, and providing for personal choice and
control?
a. Intrinsic c. Positive Reinforcement
b. Extrinsic d. Negative Reinforcement
10. Which principle states that learning is most effective when differential
development within and across physical, intellectual, emotional, and social
domains is taken into account?
a.Social Influences on Learning c. Intellectual Influences on Learning
b. Physical Influences on Learning d. Developmental Influences on Learning

VIII. REFERENCES:
 Corpuz,et.al. (2018). The Child and Adolescent Learners and Learning
Principles. Lorimar Publishing Inc.