Facilitating Learner-Centered Teaching: The

Learner-Centered Approaches with Emphasis on

Trainer’s Methodology 1

Module 2 Learner-centered Psychological Principles

Introduction
This course is designed to explore and equip pre-service teachers with
the fundamental principles, processes, and practices anchored on
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learner-centeredness and other educational psychologies supportive

of learning environments as these apply to facilitate various teaching
learning delivery modes to enhance learning. It also includes the
demonstration of knowledge and understanding of differentiated
teaching to suit the learners’ gender, needs, strengths, interests and
experiences. Further, pre-service teachers will be trained to implement
teaching strategies that are responsive to learners’ linguistic, cultural,
socio-economic and religious backgrounds.

Intended Learning Outcomes

 Discuss the psychological principles of learner centeredness as a
basis for differentiated teaching to suit learner’s gender, needs,
strengths, interests and experiences;
 Identify factors that promote learnercenteredness and motivate
learners to work productively and be accountable for their own
learning;
 Reflect on how developmental and social factors can influence
learning environments to promote fairness, respect and care; and d.
relate RA 10533 and the K-to12 framework to the principles of
learner-centeredness.
 Lesson 1: Cognitive and Metacognitive Factors

Principle 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.
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Principle 2: Goals of the learning process. The successful learner, over

time and with support and instructional guidance, can create meaningful,
coherent representations of knowledge.
 Principle 3: Construction of knowledge. The successful learner can link
new information with existing knowledge in meaningful ways.
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Principle 4: Strategic thinking. The successful learner can create and

use a repertoire of thinking and reasoning strategies to achieve complex
learning goals.
 Principle 5: Thinking about thinking. Higher order strategies for
selecting and monitoring mental operations facilitate creative and critical
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Principle 6: Context of learning is influenced by environmental factors,

including culture, technology, and instructional practices.
 Lesson 2: Motivational and Affective Factors

Principle 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.
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Principle 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 tasks
of optimal novelty and difficulty, relevant to personal interests, and
providing for personal choice and control.
 Principle 9: Effects of motivation on effort.
Acquisition of complex knowledge and skills requires extended learner
effort and guided practice. Without learners' motivation to learn, the
willingness to exert this effort is unlikely without coercion.
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 Lesson 3: Developmental and Social Factors

Principle 10: Developmental influence on learning.

As individuals develop, they encounter different opportunities and
experience different constraints for learning. Learning is most effective
when differential development within and across physical, intellectual,
emotional, and social domains is taken into account.
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Principle 11: Social influences on learning is influenced by social

interactions, interpersonal relations, and communication with others.
 Lesson 4: Individual Differences Factors

Principle 12: Individual differences in learning

Learners have different strategies, approaches, and capabilities for
learning that are a function of prior experience and heredity.
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Principle 13: Learning and diversity.

Learning is most effective when differences in learners' linguistic, cultural,
and social backgrounds are taken into account.
 Principle 14: Standards and assessment
Setting appropriately high and challenging standards and assessing the
learner and learning progress-including diagnostic, process, and outcome
assessment-are integral parts of the learning process.
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 Lesson 5: Legal and Policy Frameworks and
Learner-Centered Teaching
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Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act

Enhancing the Philippine Basic Education System by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other Purposes,” otherwise known as
the “Enhanced Basic Education Act of 2013,” approved on May 15, 2013,
and which took effect on June 8, 2013, the Department of Education
(DepEd), the Commission on Higher Education (CHED), and the Technical
Education and Skills Development Authority (TESDA), hereby issue the
following rules and regulations to implement the provisions of the Act.

For this purpose, the State shall create a functional basic education system
that will develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long learning and
employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is

globally competitive based on a pedagogically sound curriculum that is at
par with international standards;

(b) Broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative arts, sports
and entrepreneurial employment in a rapidly changing and increasingly
globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive

and cultural capacity, the circumstances and diversity of learners, schools
and communities through the appropriate languages of teaching and
learning, including mother tongue as a learning resource.
 K to 12
FRAMEWORK
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The K to 12 Program covers Kindergarten and 12 years of basic education

(six years of primary education, four years of Junior High School, and two
years of Senior High School [SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and
entrepreneurship.
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 SELF-CHECK:
General Direction: Put your answers on a separate sheet of paper.

I. MATCHING TYPE
Match the following. (2 points each)

COLUMN A COLUMN B
1. The learning of complex subject A. Effects of Motivation
matter is most effective when it is Effort
an intentional process.
2. Setting appropriately high and B. Nature of the learning
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challenging standards and process

assessing the learner are integral
parts in the teaching and learning
process.
3. Acquisition of complex C. Individual differences in
knowledge and skills requires learning
extended learner effort and
guided practice.
4. Learners have different D. Learner-centered
strategies, approaches, and teaching
capabilities for learning that are a
function of prior experience and
heredity.

5. A teaching that is focused on E. Teacher- centered

learners and is encouraging them teaching
to do the activities first hand for a
more meaningful learning.
F. Standards and
Assessment

II. Explanation
1. What is the importance of learner-centered teaching? (5 points)
2. For you what is better, learner-centered or teacher-centered teaching?
Explain it based on your understanding? (10 points)
3. Differentiate intentional learning to forced learning. Will a student learn
better in forced learning? (10 points)
4. When you enter a classroom, you will be meeting diverse learners? Who
are they? What kind of activities are you going to employ? (10 points)
5. Why is there a need to have intrinsic motivation? (5 points)
6. If you will be the teacher, how will you influence your students to be
better and competent individuals someday?(10 points)

III. Enumeration
1. What are the principles under motivational and affective factors?
2. What is the framework of the K to 12 program? This should start from
Kindergarten.
 References

 https://www.qedfoundation.org/5-characteristics-of-learner-centered-teaching/
 https://www.wgu.edu/blog/what-humanistic-learning-theory-
education2007.html#close
 https://www.buffalo.edu/catt/develop/theory/constructivism.html
 https://files.eric.ed.gov/fulltext/ED567102.pdf
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