Learner Centered

2762 WordsAug 16, 201512 Pages
This historical document is derived from a 1990 APA presidential task force (revised in 1997). LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the American Psychological Association 's Board of Educational Affairs (BEA), November 1997 BACKGROUND Throughout its history, psychology has provided vital information for the design of schooling based on theory and research on human learning, development, and motivation. Research in psychology relevant to education has been particularly informative during the past decade. Advances in our understanding of thinking, memory, and cognitive and…show more content…
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. 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. There are different types of learning processes, for example, habit formation in 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 can use to construct meaning from information, experiences, and their own thoughts and beliefs. Successful learners are active, goal-directed, self-regulating, and assume personal responsibility for contributing to their own learning. The principles set forth in this document focus on this type of learning. 2. Goals of the learning process. 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
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