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Principles of Learning
Principles of Learning
The learning of our students is our foremost concern. By knowing some principles on how
learning takes place, we will be guided on how to teach. Below 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.
The process of learning is primarily controlled by the learner and not by the teacher (group
leader). Changes in perception and behavior are mere products of human meaning and
perceiving rather than any forces exerted upon the individual. Learning is not only a function of
what a teacher does to, or says to, or provides for a learner. More significantly, learning has to
do with something which happens in the unique world of the learner. It flourishes in a situation
in which teaching is seen as a facilitating process that assists people to explore and discover the
personal meaning of events for them.
If experience is the best teacher, then teacher should make use of experiential learning.
Experiential learning makes use of direct as well as vicarious experiences We have not to
experience everything in order to learn. We learn from other people’s experiences, too. good as
well as not so good experiences.
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. Some personal styles of
learning and problem solving are highly effective, other styles are not as effective, and still
others may be ineffective. We need to assist people to define and to make explicit to themselves
the approaches they ordinarily use as that they can become more effective in problem solving
and learning. As people become more aware of how they learn and solve problems and become
exposed to alternative models used by other people, they can refine and modify their personal
styles so that these can be employed more effectively. (Source: Gerald J. Pine and Peter J.
Horne, (1990).
The six laws of learning are suitable for most learning situations. Keeping these laws in mind when
planning instruction will create a better learning atmosphere for students!
1. Law of Readiness: Students learn best when they have the necessary background, a good
attitude and is ready to learn…clear objectives and rational are key.
2. Law of Exercise: Those things most repeated are the best learned…lots of review and summary
activities serve to help the mind learn.
3. Law of Effect: Based upon the feelings of the learning; learning is stronger when joined with a
pleasing feeling…make it fun and pleasant (start with liking it yourself!!)
4. Law of Primacy: First impressions are strong impressions…think about how to make the first
impression positive (enthusiasm, organization, appropriate feedback).
5. Law of Intensity: A sharp, clear, or exciting learning experience teaches more than a routine or
boring one…demonstrations, skits, role playing, peer teaching get the students engaged.
6. Law of Recency: Other things being equal, the things learned last will be best remembered…
repeat, restate, reemphasize the objectives.
Not all laws of learning are in every situation and it’s not necessary to determine which law operates in
which situation. The educator who understands the laws of learning can deal intelligently with
motivation, participation, and individual differences – the three major factors that affect learning.