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Module 2

The document discusses advocating for the use of the 14 learner-centered psychological principles. These principles focus on factors under the learner's control rather than external influences. They provide a framework for curriculum, instruction, assessment, and professional development. The principles emphasize active and reflective learning and consider the learner's perspective in educational practice and system redesign.

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Dodong Tomada
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Download as DOCX, PDF, TXT or read online on Scribd
3K views

Module 2

The document discusses advocating for the use of the 14 learner-centered psychological principles. These principles focus on factors under the learner's control rather than external influences. They provide a framework for curriculum, instruction, assessment, and professional development. The principles emphasize active and reflective learning and consider the learner's perspective in educational practice and system redesign.

Uploaded by

Dodong Tomada
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 2: Learner-centered Psychological Principles

Assessment task/s

1. Describe what you can do to advocate the use of the 14 Learner-centered


psychological principles.

- I can advocate for the use of the 14 Learning-Centered Psychological


Principles if I, myself first understand what they are, what they are intended to
be, and how they can be applied to my teaching. After that, I should ensure
that I am practicing and applying them in my own and using them as a guide
in my learning process.

2. Advocate the use of the 14 learning principles by means of any of the


following:
a 3-minute speech

What are the 14 Learning - Centered psychological Principles? It focuses on


psychological factors that are primarily internal to and under the control of the
learner rather than conditioned habits or physiological factors. The learner-
centered psychological principles provide an essential framework to be
incorporated in new designs for curriculum and instruction, assessment systems
for evaluating educational goal attainments, as well as for the systemic redesign
of professional development programs and educational system structures. The
principles are expected to speak to teachers, instructors, and others involved in
designing or implementing instruction. They contribute to understanding effective
strategies that can address problems of low levels of academic achievement.
These principles emphasize the active and reflective nature of learning and
learners. From this perspective, educational practice will be most likely to
improve when the educational system is redesigned with the primary focus on
the learner.

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