FOCUS ON LEARNING places the student at the center of the educational process

The concept of "Learner in Focus" places the student at the center of the educational process, emphasizing personalized, flexible, and student-centered learning approaches.

1. LEARNER IN FOCUS Reported by: Princess Sarah C. Paragsa

2. What is learner in focus Learning-Focused is an instructional framework that facilitates collaborative planning to produce purposeful lessons that guide students in acquiring, understanding, and retaining information.

3. OVERVIEW Human development refers to the biological and psychological development of the human being throughout the lifespan. It consists of the development from infancy, childhood, and adolescence to adulthood.

4. Principles of Human Growth and Development: 1. Development is continuous. 2. Development is gradual. 3. Development is sequential. 4. Rate of development varies person to person. 5. Development proceeds from general to specific.

5. Principles of Human Growth and Development: 6. Most traits are correlated in development. 7. Growth and development is a product of both heredity and environment. 8. Development is predictable. 9. Development brings about both structural and functional changes. 10. There is a constant interaction between all factors of development.

6. Issues on Human Development The first issue is nature versus nurture. This controversy goes back to the ancient Greeks. Early philosophers believed that at birth our minds are a 'blank state' and that one's environment determines the messages that will be written on the slate. The second issue is continuity versus discontinuity. Continuity proposes that development is continuous, with new abilities, skills and knowledge gradually added at a relatively uniform rate. It also suggests that adult thinking and intelligence differ from every children.

7. Issues on Human Development The third and final issue is stability versus change. S tability proposes that individuals maintain their personal characteristics from childhood to adulthood. They emphasize that one can tell what kind of character an individual will have by the characteristics they display during childhood.

8. Freud’s Psychoanalytic Theory -Sigmund Freud (1856-1939) • He is a popular psychologist whose theory of human development. • According to Freud, a person goes through the sequence of these five stages and along way here are needs to be met. Whether these needs are met or not, determines whether the person will develop a healthy personality or not. ⮚ Oral ⮚ Anal ⮚ Phallic ⮚ Latent ⮚ Genital

9. PERSONALITY STRUCTURE

10. Piaget’s Stages of Cognitive Development ASSIMILATION- an adaptation process which uses an existing schema to deal with a new object or situation. ACCOMMODATION- happens when existing schema (knowledge) does not work and needs to be changed to deal with a new object situation. EQUILIBRATION- a force which drives learning process by mastering the new challenge (accommodation).

11. Erikson’s Psycho-Social Theory of Development • Erikson’s “psychosocial” term is derived from the two source words namely psychological (or the root, ‘psycho’ relating to the mind, brain, personality, etc) and social (external relationships and environment), both at the heart of Erikson's theory. Occasionally, you'll see the term extend to biopsychosocial, in which “bio” refers to the life, as in biological. • Erikson's theory was largely influenced by Sigmund Freud. But Erikson extended the theory and incorporated cultural and social aspect intro Freud's biological and sexually oriented theory

12. The Stages of Development • Prenatal period • Infancy • Early childhood • Middle and late childhood • Adolescence • Early adulthood • Middle adulthood • Late adulthood

13. INFANCY AND TODDLERHOOD Between birth and age three, children rapidly achieve many important milestones that create the foundation for later growth and development. Early in life, babies depend on others to meet their needs for safety and security. When infants receive warm, consistent care and attention from adults, they are able to establish a sense of trust in the world.

14. Middle Childhood Middle childhood is the stage when children undergo so many different changes physically, emotionally, socially and cognitively. This is the stage between 6 to 12 years old. Children in this stage receive less attention than children in infancy or early childhood. The support of the family and friends of the child is very important during this phase of development.

15. Adolescence The period of adolescence begins with biological changes of puberty and ends with the role and work of adult life. The specific ages for this period varies from person to person but distinct phases have been identified. The advent of puberty may come early for some and late for some others. But everyone goes these stages. (1) early adolescence characterized by puberty mostly occurring between age 10 to 13. (2) middle adolescence identity issues with the age 14 to 16 (3) late adolescence identity which marks the transition into adulthood age of 17 to 20.

16. Learner Centered and Learning Principles This definition of learner-centered is thus based on an understanding of the Learner Centered Psychological Principles as a representation of the current knowledge base on learners and learning. The Principles apply to all learners, in and outside of school, young and old. Learner-centered is also related to the beliefs, characteristics, dispositions, and practices of teachers - practices primarily created by the teacher.

17. COGNITIVE AND METACOGNITIVE FACTOR 1. Nature of Learning Process the learning of complex subject matter is most effective when it is an international process of constructing meaning from information and experience. 2. Goals of the Learning Process the successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. 3. Construction of Knowledge the successful learner can link new information with existing knowledge in meaningful ways. Knowledge widens and deepens as students continue to build links between new information and experiences and their existing knowledge base

18. COGNITIVE AND METACOGNITIVE FACTOR 4. Strategic Thinking the successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. Successful learners use in their approach to learning reasoning, problem solving, and concept learning. 5. Thinking about thinking Successful learners can reflect on how they think and learn, set reasonable learning or performances goals, select potentially appropriate learning strategies or methods, and monitor their progress towards these goals. 6. Context of Learning Learning is influenced by environmental factors, including culture, technology and instructional practices

19. MOTIVATIONAL AND AFFECTIVE FACTOR 7. Motivational and emotional influences on learning the rich internal world of thoughts, beliefs, goals, and expectation for success or failure can enhance or interfere with the learner’s quality of thinking and information processing. 8. Intrinsic 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. 9. Effects of motivation on effort Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills demands the investment of considerable learner energy and strategic effort, along with persistence over time.

20. DEVELOPMENTAL AND SOCIAL FACTOR 10. Developmental influences on learning learning is most effective when differential developmental within and across physical, intellectual, emotional, and social domains is taken into account. Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way. 11. Social influences on learning Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks.

21. INDIVIDUAL DIFFERENCES FACTOR 12. Individual differences in learning Individuals are born with and develop their own capabilities and talents. Educators need to help students examine their learning preferences and expand or modify them, if necessary. 13. Learning and diversity the same basic principles of learning, motivation, and effective instruction apply to all learners. 14. Standards and assessment Assessment provides important information to both the learner and teacher at all stages of the learning process

22. SUMMARY OF THE 14 PRINCIPLES 1. The knowledge base One’s knowledge serves as the foundation of all future learning. 2. Strategic processing and control Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively. 3. Motivation and affect Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and enjoyment of learning tasks all have a crucial role in the learning process. 4. Development and Individual Differences Learning is a unique journey for each person because each learner has his own unique combination of genetic and environmental factors that influence him. 5. Situation or context Learning happens in the context of a society as well as within an individual.

23. Takeaway In this Report, we talk about changes that we cannot stop, so as we future teachers need to be flexible, ready for adaptation and lastly never stop learning. THANK YOU for listening