Assignment 2.

3 Learning

Laws of learning & Theories of learning

Assignment for lesson 2.3 for the course of RPL CITS Online Principle of Teaching

Submitted by:
J.CYRIL LONGTON, M.E.,
POT25004639
Instructor – Architectural Draughtsman Trade
SMRV Government ITI (W), Nagercoil-1

Introduction

Learning is a process that involves acquiring new knowledge, skills, attitudes, and behaviors.
Educational psychology identifies several key laws that explain how learning happens and how
instructors can make it more effective. These laws help trainers understand the mental and
physical conditions required for successful learning and guide them in planning and delivering
instruction.

I Why learning of living are co-existent?

 Life is a Continuous Learning Process: From birth to old age, we are constantly learning—
whether it's walking, speaking, solving problems, or adapting to change. Life itself is the
classroom, and experiences are the lessons.
 We don’t stop learning because we grow older; we grow older because we stop learning.
 Learning Shapes Our Decisions and Actions. What we learn influences how we think,
behave, and interact with others. It helps us make informed choices, solve problems, and
respond to challenges in everyday life.
 Example: A trainee who learns safety protocols doesn’t just pass an exam—they live safer,
work smarter, and protect others.
 Real-Life Application Makes Learning Meaningful. Learning becomes powerful when it
connects with real-life needs. Whether it's drafting a building plan or managing time
effectively, knowledge gains value when it’s applied in living situations.
 Learning without living is theory; living without learning is repetition.
 Learning Builds Character and Values through learning, we develop discipline, empathy,
responsibility, and resilience. These traits are not just academic—they define how we live,
work, and contribute to society.
 In your trade, students don’t just learn to draw—they learn to collaborate, respect tools,
and take pride in craftsmanship.
 Life experiences—successes, failures, relationships, and challenges—spark curiosity and
reflection. They push us to learn more, adapt, and grow.
 A mistake on-site may lead a trainee to learn better planning. A conversation with an
employer may inspire new skills.

J.CYRIL LONGTON,M.E., Instructor

Assignment 2.3 Learning

II Main Theories of Learning:

Learning is a dynamic and complex process influenced by psychological, physiological, and

educational factors. To understand how trainees absorb, process, and retain knowledge,
educators rely on learning theories—conceptual frameworks developed through research and
experimentation. These theories help instructors design effective teaching strategies and
improve training outcomes.

Learning theories explain how individuals learn and respond to their environment. They provide
insights into:

 How knowledge is acquired

 What motivates learners
 How behavior changes through experience

Psychologists, educationists, and physiologists have contributed significantly to these theories,

which are now widely applied in both academic and vocational settings.

1 Classical Conditioning Theory – Ivan Pavlov

This theory is based on associating a neutral stimulus with a meaningful one to produce a learned
response. Pavlov’s experiment with dogs showed how repeated pairing of a bell with food led to
salivation at the sound of the bell alone.

Application: Creating positive associations in the classroom—like linking praise with effort—can
condition trainees to stay motivated.

2 Trial and Error Theory – Edward Thorndike

Learning occurs through repeated attempts and gradual elimination of errors. Thorndike’s
experiments with cats in puzzle boxes showed that successful actions are repeated, while failures
are discarded.

Application: Encouraging hands-on practice in drafting helps trainees learn through

experimentation and correction.

3 Insight Theory – Wolfgang Köhler

Learning happens through sudden understanding or insight, not just repetition. Köhler’s
experiments with chimpanzees demonstrated how they solved problems by perceiving
relationships between objects.

Application: Promoting problem-solving tasks in design helps trainees develop creative and
analytical thinking.

J.CYRIL LONGTON,M.E., Instructor

Assignment 2.3 Learning

4 Operant Conditioning Theory (Reinforcement Theory) – B.F. Skinner

Behavior is shaped by reinforcement. Positive reinforcement (rewards) increases desired

behavior, while negative reinforcement or punishment reduces undesired actions.

Application: Recognizing good work and giving constructive feedback encourages skill
development and discipline.

5 Theory of Imitation – Albert Bandura

Learning occurs by observing and imitating others. Bandura emphasized the role of modeling and
social influence in learning behavior.

Application: Demonstrations by instructors or senior trainees help learners grasp techniques

faster and more accurately.

Understanding learning theories enables instructors to tailor their teaching methods to suit
different learners. Whether through conditioning, trial, insight, reinforcement, or imitation, each
theory offers valuable tools for enhancing vocational training. By applying these principles,
educators can create engaging, effective, and learner-centered environments that promote
lifelong learning.

III Matching Laws of Learning to Teaching Steps

Step of Relevant Laws of Explanation

Learning Learning
a. - Law of Readiness - - Trainees must be mentally prepared and
Presentation Law of Active interested (Readiness). - Use of visual aids,
Step Participation - Law of demonstrations, and multisensory tools engages
Association - Law of learners (Active Participation). - Linking new
Effect content to prior knowledge helps understanding
(Association). - A pleasant and engaging
presentation boosts motivation (Effect).
b. - Law of Exercise - - Repeated practice reinforces skills (Exercise). -
Application Law of Multiple Learners also develop habits like discipline and
Step Learning - Law of safety (Multiple Learning). - Satisfaction from
Effect - Law of successful application encourages further learning
Imitation (Effect). - Watching and copying demonstrations
supports skill acquisition (Imitation).
c. Testing - Law of Recency - - Recently learned and revised content is recalled
Step Law of Assimilation - better (Recency). - Only well-assimilated knowledge
Law of Maturity is retained and reproduced (Assimilation). - Testing
should match the learner’s developmental level
(Maturity).

J.CYRIL LONGTON,M.E., Instructor

Assignment 2.3 Learning

IV Insight Learning Theory – Köhler’s Experiment

Developed by:

Wolfgang Köhler, a Gestalt psychologist, in the early 20th century.

Location:

Experiments were conducted on chimpanzees in Tenerife, Canary Islands.

Key Experiment: Sultan the Chimpanzee

Köhler placed a chimpanzee named Sultan inside a cage and created problem-solving
situations involving bananas placed out of reach. The goal was to observe how Sultan would solve
the problem—not through trial and error, but through sudden realization or “insight.”

Scenario 1: Box and Banana

 A banana was hung from the ceiling.

 A box was placed inside the cage.
 Sultan initially tried jumping to reach the banana but failed.
 After observing the setup, Sultan suddenly realized he could move the box under the
banana, stand on it, and grab the fruit.

This showed that Sultan didn’t randomly try solutions—he understood the relationship between
objects and solved the problem with insight.

Scenario 2: Two Sticks and Banana

 A banana was placed outside the cage.

 Two sticks were inside: one hollow and one solid.
 Sultan couldn’t reach the banana with either stick alone.
 After some observation, he joined the sticks to make a longer tool and successfully pulled
the banana in.

Again, this was not trial and error—it was a moment of realization, showing cognitive
restructuring.

What Is Insight Learning?

Insight learning is:

 A sudden grasp of the solution (“A-ha!” moment)

 Based on understanding the whole situation
 Not dependent on repeated trial and error
 A product of perception, intelligence, and experience

J.CYRIL LONGTON,M.E., Instructor

Assignment 2.3 Learning

Educational Implications

For vocational training:

 Encourage problem-solving tasks that require thinking, not just repetition.

 Use real-world scenarios to help trainees develop insight.
 Allow time for observation and reflection—don’t rush every solution.

J.CYRIL LONGTON,M.E., Instructor