UNIT II
CHAPTER 1:
THE PRINCIPLES OF LEARNING
Presented by: David, Ana Victoria M.
LEARNING OUTCOMES:
• To discuss the principles of learning
• To draw the implications of these principles to the teaching-learning process
WHAT IS LEARNING?
It is the acquisition of a knowledge-based used with fluency to make sense of the world, solve
problems, and make decisions.
PRINCIPLES OF LEARNING (Horne and Pine, 1990)
1. Learning is an experience which occurs inside the learner and is activated by the learner.
♦ The process of learning is primarily controlled by the learner and not by the teacher.
♦ Learning is not only a function of what a teacher does to or says to, or provides for a learner
2. ♦ No one directly teaches anyone anything of significance. Learning is the discovery of
the personal meaning and relevance of ideas.
♦ Students more readily internalize and implement concepts and ideas which are relevant to
their needs and problems.
♦ Learning is a process which requires the exploration of ideas in relation to self and community
so that people can determine what their needs are, what goals they would like to formulate,
what issues they would like to discuss and what content they would like to learn
3. Learning (behavioral change) is a consequence of experience
♦ People become responsible when they have really assumed responsibility.
♦ People do not change their behavior merely because someone tells them to do so or tells
them how to change.
4. Learning is cooperative and collaborative process. Cooperation fosters learning.
♦ Two heads are better than one.
♦ People enjoy functioning
independently but they also enjoy functioning interdependently
5. Learning is an evolutionary process.
♦ Behavioral change requires time and patience.
♦ Learning situations characterized by free and open communication, confrontation,
acceptance, respect, the right to make mistakes, self-revelation, cooperation and collaboration,
ambiguity, shared evaluation, active and personal involvement, freedom from threat, and trust
in the self are evolutionary in nature
6. Learning is sometimes a painful process.
♦ Behavioral change often calls for
giving up the old and comfortable
ways of believing, thinking, and
valuing.
♦ It is accompanied by sacrifice,
inconvenience and discomfort, but
it leads to inner joy.
7. One of the richest resources for learning is the learner himself.
♦ Each individual has an accumulation of experiences, ideas, feelings and attitudes which
comprise a rich vein of material for problem solving and learning
8. The process of learning is emotional as well as intellectual.
♦ Learning is affected by the total state of the individual.
♦ People are feeling beings as well as thinking beings and when their feelings and thoughts are
in harmony, learning is maximized
9. The process of problem solving and learning is highly unique and individual.
♦ Each person has his own unique styles of learning and solving problems.
♦ Some personal styles of learning and problem solving are highly effective, other styles are not
as effective and still others may be ineffective
LAWS OF LEARNING (Thorndike, 1932)
LAW OF EFFECT
• Learning is strengthened when accompanied by a pleasant or satisfying feeling.
• Learning is weakened when associated with an unpleasant feeling.
• Learning takes places properly when it results in satisfaction and the learner derives
pleasure out of it.
LAW OF EXERCISE
• Things most often repeated are best remembered.
• Students do not learn complex tasks
in a single session.
LAW OF READINESS
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.
LAW OF PRIMACY
• Things learned first create a strong impression.
• What is taught must be right the first time.
LAW OF RECENCY
Things most recently learned are best remembered.
LAW OF INTENSITY
The more intense the material taught, the more it is likely learned.
LAW OF FREEDOM
● Things freely learned are best learned.
● The greater the freedom enjoyed by the students in the class, the greater is the intellectual
and moral advancement enjoyed by them.
For Elaborate Learning- Group Activity
1. Roundrobin. Prepare the nine principles of learning of six or seven groups (depending on the
size of the class). Each group must be given the nine principles on rolled paper put in a small
box from which to draw during the group activity. Let each student draw a paper from the box,
read and explain the principle to the small group. This will go on simultaneously for all the small
groups. The students in the small group help one another explain the principles to ensure
learning.
2. Illustrate each principle with a pictograph
3. Present Thorndike’s laws of learning by way
For Individual Work
Based on the nine principles of learning, do metaphorical thinking by completing this
statement: Learning is like ___. Share your metaphorical statement with the class.
Taking It To The Net
There are other principles of learning. Research on them.
REFERENCES
• Corpuz, Brenda B. & Gloria G. Salandanan (2015). Principles of Teaching 1. Quezon City:
Lorimar Publishing Co.
• Internet source(s):
>[Link]
