Learner-Centered Psychological Principles
- Cognitive and Metacognitive Facilitators
- 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.
- Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
- Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful ways.
- Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
- Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
- Context of learning. Learning is influenced by environmental factors, including culture, technology, and instructional practices.
- Developmental and Social Factors
- Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning.
- Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others.
- Effects of motivation and effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice.
- Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning.
- Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others.
- Effects of motivation and effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice.
- Individual Differences Factors
- Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
- Learning and diversity. Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.
- Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
- Learning and diversity. Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.
- Motivational and Affective Factors
- Motivational and emotional influences on learning. What and how much is learned is influenced by the learner’s motivation.
- Intrinsic motivation to learn. The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn.
- Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as learning progress including diagnostic, process, and outcome assessment are integral parts of the learning process.
MY REFLECTION
In this lesson it focuses the learning of the children and how they expand that by the use of their own experiences and to help this psychological principles and their teacher.
- Motivational and emotional influences on learning. What and how much is learned is influenced by the learner’s motivation.
- Intrinsic motivation to learn. The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn.
- Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as learning progress including diagnostic, process, and outcome assessment are integral parts of the learning process.
MY REFLECTION
In this lesson it focuses the learning of the children and how they expand that by the use of their own experiences and to help this psychological principles and their teacher.
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