LEARNING
Starts when one is BORN
 Habits, knowledge, attitude and skills
 Ways of doing things and adjustment to
situations
 Progressive change
Both Vertical and Horizontal
VERTICAL
 Precision is increased or information is
added to that already learned
HORIZONTAL
 What is learned is integrated and
organized as a part of a functioning unit
of expanding experience
TO CHANGE
 Simple skill to complicated mechanical
performance and application
 It is caused partly or whole by
experience
 Includes change of behavior in
emotional sphere
CHARACTERISTICS OF
LEARNING UNITARY
 The learner responds as a whole person
in a unified way to the whole situation
of learning.
- Intellectually
- Emotionally
- Physically
- spiritually
 The individual learner reacts to the
whole learning situation rather than to
single situations in a unified way.
INDIVIDUAL
 Each learner differs from each other
and hence the teaching- learning
situation is approached differently by
each learner and with different goal &
different level of result achievement.
 The factors influencing at the individual
are many such as:
- Hereditary
- home environment
- religious background
- educational opportunity
- financial soundness
- Health
- work experience
- environmental factors
- learner’s ability
SOCIAL
 Learning occurs in response to the
environment in which there are other
individuals.
 Social maturity takes place with
opportunities and develops into actual
achievement.
SELF ACTIVE
 Learning is a personal process. Each
person develops his own habits of
learning.
 The teacher can set a pattern for the
student to imitate learning processes.
The intellect is perfected not by
knowledge but by activity.
 Learning is a process of self- activity,
self-direction, and self- realization of an
individual’s highest potentialities
 The various forms of self-activity are:
- Listening
- Visualizing
- Memorizing
- Reasoning
- Judgment
- Thinking
PURPOSIVE
 Learning is directed towards a goals and
goals are determined by motives and
incentives. Motives takes a variety of
forms (energy, arousing activity).
 Learning experiences become
meaningful when they are related to
the individual’s interests, when involved
in his living & purpose of life.
 Goal setting comprises both momentary
and long terms goals.
 Short term goals refer to the specific
task at hand, interlocking and over
lapping the immediate goal into a goal
system, thus establishing a series of
progressive goals.
  Through a progressive goal setting the
learning process itself becomes the
motivation for more learning and goals
are placed on increasingly mature
levels.
 Learning is influenced by the intention
or will to learn, as man has a will and
can choose the action he wishes to
take.
 Factors include religion, philosophy.
CREATIVE
 Human learning is both selective and
creative.
 Teaching involves the mind’s activity on
the part of the learner & intellectual
guidance on the part of the teacher.
 The learner is the primary force and the
teacher is the secondary force. Learning
is a process of personal choice making.
 The learner has the power to vary his
responses to the demands of the
situation & to change responses at will
and thus create a new forms of
response.
TRANSFERABLE
• Transfer refers to the application of
knowledge, skill gained in one context to affect
another situation.
• The factors that influence the amount and
permanency of learning are as follows:
- Intellectual ability
- Background experience of the learner.
- The explicitness & definiteness of goals.
- Relationship between the activities of
the learner and the goals.
- The whole heartedness of the learner’s
approach.
By Yoakman and Simpson, learning is:
 Growth
 Adjustment
 Purposeful
 Experience
 Intelligent
 Active
 Individual and social
 The product of the environment
 Affects the conduct of the learner
PRINCIPLES OF LEARNING
also known as LAWS OF LEARNING
- Discovered
- Tested
- Used in practical situations
Edward Lee “Ted” Thorndike - is an American
psychologist, developed the first (basic) three
“Laws of Learning:”
- Readiness
- Exercise
- Effect
 By the early twentieth century, five
additional principles have been added:
- Primacy
- Recency
- Intensity
- Freedom
- Requirement
READINESS
 This principle states that motivation is
needed to develop an association or
display changed behavior
 This implies the preparedness and
eagerness to learn
 Individual learn best when they are in
all aspects – physically, mentally and
emotionally ready to learn.
 There must be a reason in what they
are going to learn in which the teacher
stresses the importance to show the
value of the subject and provides
mental or physical challenge.
 Satisfying the basic needs (Maslow’s
hierarchy) of students before they are
ready or capable of learning.
EXERCISE
 This principle states that those things
most often repeated are best
remembered.
 It has two parts:
- Law of use - strength
 - Law of disuse - weakness  A student will learn more from the real
 The teacher must repeat important thing than a substitute
items of subject matter at reasonable FREEDOM
intervals  Things freely learned are the best
 Recall, review and summary learned
 Manual drill and physical applications  The greater the freedom enjoyed by the
EFFECT students in the class, the greater the
 The principle states that learning is intellectual and moral advancement
strengthen with pleasant or satisfying enjoyed by them
feeling while unpleasant tend to do  The greater the freedom enjoyed by the
otherwise. students in the class, the greater the
 Based one emotional reaction and intellectual and moral advancement
motivation of the student. enjoyed by them
- Positive Reinforcement
- Recognize and commend feedback REQUIREMENT
- Be cautious of using punishment  This principles states that we must have
- Evidence of progress and achieve some something to obtain or do something.
degree of success  It can be an ability, skill, instrument or
- a problem or task, although difficult, is anything that may help us to learn or
within their capability gain something.
 For example, if you want to draw a
PRIMACY person, you need to have the materials
 The state of being first, often creates a with which to draw, and you must know
strong, almost unshakable, impression. how to draw a point, a line, a figure and
 Things learned first creates a strong so on until you reach your goal, which is
impression in the mind to draw a person.
 Learning should be done correctly for
the first time since it is difficult to
“unlearn” or change an incorrectly
learned material
 Example, a student learns a faulty
technique, the instructor will have a
difficult task correcting bad habits and
“reteaching” correct ones
 Be positive, functional, and lay the
foundation for all that is to follow.
 Logical order, step by step,
RECENCY
 This principles states that things most
recently learned are best remembered
 Frequent review and summarization
help fix in the mind the material
covered

INTENSITY
 The more intense something is taught,
the more likely it will be retained