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Teaching
& Learning Philosophy |
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Basic Skills Instruction
• Computer Lab • Instructional Resources • Tutoring Center • Writing Center |
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The Los Angeles Trade Technical Learning Skills Program philosophy is based on a constructivist, sociocultural learner-centered framework. The American Psychological Association’s (APA) Learner-Centered Psychological Principles pertain to the learner and the learning process. The principles are intended to deal holistically with learners in the context of real-world learning situations. Thus, they are best understood as an organized set of principles; no principle should be viewed in isolation. The 14 principles are divided into those referring to cognitive and metacognitive, motivational and affective, developmental and social, and individual difference factors influencing learners and learning. For a more detailed description of these principles, go to http://www.apa.org/ed/lcp2/homepage.html. 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. 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. 4. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 5. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. 6.
Context of learning. Learning is influenced by environmental
factors, including culture, technology, and instructional practices. MOTIVATIONAL AND AFFECTIVE FACTORS 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. 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. 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. 10. Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. 11.
Social influences on learning. Learning is influenced by
social interactions, interpersonal relations, and communication with others. 12. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. 13. Learning and diversity. Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account. 14. Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as learning progress -- including diagnostic, process, and outcome assessment -- are integral parts of the learning process. |
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Last Updated September 17,
2004 • Contact Webmaster |
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