Principles of Learning

Chapter 2
“The ability to learn
is the most
significant activity
of man.”
 Focus Questions:

1.What is meant by Learning?

2.What are the Principles of
Learning?
3.What are the implications of
these principles of Learning
to Teaching?
 What is meant by Learning?

• Learning is…..
the acquisition of knowledge
to be fluent/fluency
to make senses of the world
to solve problems and;
to make decisions
In a bigger picture, learning is like an acquisition of
knowledge that must be used with ease or fluency
because it has been mastered. This knowledge is
applied in problem solving, in decision making, and in
making meaning of the world.
“Practice what you learn, or else, those are just “inert
ideas.”
- North Whitehead, American Philosopher
 Questions to Ponder
1. Is memorizing without understanding considered learning?
2. Is memorizing for the test and forgetting what you
memorized after the test considered learning?
3. This knowledge-based should be used with fluency; what
does this mean?
4. What does the term “inert ideas” mean? How can they be
prevented from becoming inert?
Principles of Learning

By knowing some principles on how learning takes

place, we will be guided on how to teach. Here are
some principles of learning from Horne and Pine
(1990):
1. Learning is an experience which occurs
inside the learner and is activated by the
learner.
• Learning is primarily controlled by the learner;
initiative
• Engage the learners in an activity that is
connected to their life experiences.
• Let them share their experiences.
• Do not impose learning on our students. (spoon-
feed)
2. Learning is the discovery of the personal
meaning and relevance of ideas.

• exploration of self and community for

them to know their needs and goals
• values integration
• Teacher must relate lessons to the
needs and interests of the students.
3. Learning (behavioral change) is a
consequence of experience.
• When students experience something,
they will learn that more.
• Teachers must use experiential
learning such as direct and vicarious
experiences.
• We learn from other’s experiences.
4. Learning is a cooperative and collaborative
process.

• Two heads are better than one.

• Children don’t just want learning
independently but also interdependently.
• Teachers should make use more of
cooperative and collaborative approaches.
5. Learning is an evolutionary
process.

• Behavioral change requires time and

patience.
• Learning doesn’t usually happen
overnight.
• As teachers, let us learn to be patient.
6. Learning is sometimes a painful
process.

• Behavioral change often calls for giving up the old

and comfortable ways of believing, thinking, and
valuing.
• Teachers must make their students realize that
learning is a difficult task. It requires sacrifice,
inconvenience and discomfort.
7. One of the richest resources for learning is
the learner himself.
• Aside from instructional materials, students are also
sources of learning.
• As teachers, we have to draw these learners’ ideas,
feelings and experiences.
• Teachers must employ recitation and make the
students participative.
8. The process of learning is emotional as well
as intellectual.
• Students are thinking beings as well as feeling
beings.
• When feelings and thoughts are in harmony, learning
is maximized.
• Teachers must appeal to their students’ intellect as
well as to their emotions.
9. The process of problem-solving and learning
are highly unique and individual.
• Each person has his own unique styles of learning
and solving problems.
• As teachers, let us assist our students as regards to
their own learning style.
• As teachers, teach with varied approaches and
strategies. (ex. Film viewing, games, role playing,
drawing, listening activities and board work.)
 Laws of Learning
(Thorndike,1932)

1.Law of effect (involves one’s feelings)

Learning is strengthened when accompanied
by a pleasant or satisfying feeling.
Learning takes place properly when it results
in satisfaction and the learner derives
pleasure out of it.
 Laws of Learning
(Thorndike,1932)

2. Law of exercise (repetition)

Things most often repeated are best
remembered.
Students do not learn complex tasks in a
single session.
 Laws of Learning
(Thorndike,1932)

3. Law of readiness (student’s

preparation)
Individuals learn best when they are
physically, mentally and emotionally ready to
learn.
They do not learn well if they see no reason
for learning.
Other Laws of
Learning

1.Law of primacy (first impression lasts)

Things learned first create a strong
impression.
What is taught must be right the first time.
Other Laws of
Learning

2. Law of recency (previous learning

matters)
Things most recently learned are best
remembered.
Other Laws of
Learning

3. Law of intensity (degree of teaching)

The more intense the material is taught, the
more it is likely learned.
Other Laws of
Learning

4. Law of freedom (enjoyment in

learning)
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.
 Laws of
Learning
1. Law of effect (involves one’s feelings)
2. Law of exercise (repetition)
3. Law of readiness (student’s preparation)
4. Law of primacy (first impression lasts)
5. Law of recency (previous learning
matters)
6. Law of intensity (degree of teaching)
7. Law of freedom (enjoyment is learning)
 End of
Chapter II