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Learner-centered is a reflection in practice of the Learner-Centered Psychological Principles - in the programs, practices, policies, and people that support learning for all. This dual focus then informs and drives educational decision making. "Learner centered" is the perspective that couples a focus on individual learners - their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on leaning - the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners. Defining "Learner-Centered"įrom an integrated and holistic look at the Principles, the following definition emerges: It also helps define what "learner-centered" means from a research-validated perspective. An understanding of these domains and the principles within them establishes a framework for designing learner-centered practices at all levels of schooling.
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These categories group the principles into research-validated domains important to learning: metacognitive and cognitive factors, affective and motivational factors, developmental and social factors, and individual difference factors. The 14 learner-centered principles are categorized into four domains as shown in Table 1. This document was revised in 1997 (APA, 1997) and now includes 14 principles that are essentially the same as the original 12 principles with the exception that attention is now given to principles dealing with diversity and standards. The result was a document that originally specified twelve fundamental principles about learners and learning that, taken together, provide an integrated perspective on factors influencing learning for all learners (APA, 1993). McCombs, University of Denver Research Institute, in Secretary's Conference on Educational Technology 2000 īeginning in 1990, the American Psychological Association (APA) appointed a special Task Force on Psychology in Education, one of whose purposes was to integrate research and theory from psychology and education in order to surface general principles that have stood the test of time and can provide a framework for school redesign and reform.
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