Learning Theories And Principles Ppt. 6w412s

Learning Theories and principles

MARY ANN C. PALACA

Learning Theories •Learning is commonly defined as a process that brings together cognitive, emotional, and environment influences and experiences for acquiring,enchancing, or making changes in one’s knowledge, skills, values, and world views ( Illeris,2004; Ormrod, 1995)

•Theories of learning are elaborate hypothesis that describe how exactly this procedure occurs. •The two chief values of theories of learning ( Hill 2002 ) 1. Providing us with vocabulary and a conceptual framework for interpreting examples of learning that we observe. 2. Suggesting where to look for solutions to practical problems.

Learning Theories •Three main categories under learning theories: 1. Behaviorism focuses on the objectively observable aspects of learning, this was primarily developed by B.F. Skinner.

There are three basic assumption of behaviorism: • • •

Learning is manifested by a change in behavior. The environment shapes behavior. The principles of contiguity and reinforcement are central to explain learning process.

Learning Theories 2. Cognitivism, , a gestalt psychologist[3] . He criticized behaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning.

Learning Theories 3. Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism.

Learning Principles Educational psychologists and pedagogues have identified several principles of learning, also referred to as laws of learning, which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively. Edward Thorndike developed the first three "Laws of learning:" readiness, exercise, and effect. Since Thorndike set down his basic three laws in the early part of the twentieth century, five additional principles have been added: primacy, recency, intensity, freedom and requirement.

Learning Principles 1. Readiness implies a degree of single-mindedness and eagerness. Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do not learn well if they see no reason for learning. Getting students ready to learn, creating interest by showing the value of the subject matter, and providing continuous mental or physical challenge, is usually the instructor’s responsibility.

Learning Principles 2. Exercise states that those things most often repeated are best ed. It is the basis of drill and practice. It has been proven that students learn best and retain information longer when they have meaningful practice and repetition. The key here is that the practice must be meaningful. It is clear that practice leads to improvement only when it is followed by positive .

Learning Principles 3.Effect is based on the emotional reaction of the student. It has a direct relationship to motivation. The principle of effect is that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling.

4.Primacy, the state of being first, often creates a strong, almost unshakable, impression. Things learned first create a strong impression in the mind that is difficult to erase. For the instructor, this means that what is taught must be right the first time. For the student, it means that learning

Learning Principles 5.The principle of recency states that things most recently learned are best ed. Conversely, the further a student is removed time-wise from a new fact or understanding, the more difficult it is to . 6.The principle of intensity implies that a student will learn more from the real thing than from a substitute.

Learning Principles 7.The principle of freedom states that things freely learned are best learned. Conversely, the further a student is coerced, the more difficult is for him to learn, assimilate and implement what is learned. 8.The law of requirement states that "we must have something to obtain or do something." It can be an ability, skill, instrument or anything that may help us to learn or gain something.

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