General Principles of Learning

1. An individual learns more readily when motivated.

- The magic punch line is “never starts a class when students are not prepared”. Given with
appropriate motivation associated with the lesson makes learning fun and more interesting.
2. Excessive motivation is less effective than moderate motivation.
- Proper timing of the use of motivation is more effective. Moderate motivation frees the learners
from suffocation from diverse information assimilated in a nutshell.
3. Learning under control or reward is preferable to under punishment.
- The use of positive reinforcement is much better than the use of negative reinforcement. The
learners are more motivated and teachers can control such behavior depending on the amount of
reinforcement readily available for whatever lesson activities the teacher prepares.
4. Learning under intrinsic motivation is preferable to under extrinsic.
- Motivation is said to be sustaining in the development of the lesson. When extrinsic motivation is
used there is a need to translate it to intrinsic. The learners learn more if they are stimulated
internally out of their own volition and desire not attributed by prevailing external conditions.
5. Tolerance of failure is best taught through backlog of success.
- It is said that failure can be a barometer of success. Tolerance with it makes everyone responsible to
chart for success. Once it is taught, the learners would realize that in learning it’s a matter on how
we strive to succeed while recognizing the possibility to fail in our midst.
6. Learner needs practice in goal setting.
- Goal setting is essential to the life of the learner. It gives him or her direction for success. In the
classroom, each of the learners is given the opportunity to practice it through relevant activities.
7. Personal history may hamper or enhance learning from a given task.
- Nurturance of the learner’s childhood can affect his or her learning. If the history of the child is
pleasant then, greater amount of learning is acquired compare to children with traumatic history.
8. Active participation is preferable to passive participation.
- Learners are generally gregarious in nature. They are social individuals. They learn more when
exposed to groups as supported by the Law of Belongingness in learning. If children refuse to
participate in the group process, then learning becomes minimal and individualistic.
9. Meaningful materials are readily learned than nonsense materials.
- Creative and functional materials can enhance facilitating learning than that of nonsense materials.
It is expected that the teacher would have to be innovative in establishing a difference in his or her
lesson presentation.
10. No substitute for repetitive practice over learning of a skill.
- Repetition enhances mastery learning. This applies the law of exercise to hone the basic learning
skills.
11. Information about performance, mistakes, success assists learner.
- The result of learning performance, whether it entails success or failures including whatever
mistakes and experiences encountered can assist learners to improve learning.
12. Transfer occurs when relationship is discovered.
- Learning transfer becomes evident when the learners discover the connection or relationship of
their previous experiences to the present before they construct meanings.
13. Distributed recalls are advantageous in fixing materials
- Learning is backward-forward connection. This means that when the learners are expected to
engage in whatever learning materials, the previous learning would be accounted. This is the
application of the Law of Association or the Principle of Apperception.
14. Effort is put forth when task are challenging.
- It is said that it is an insult of knowledge once the students are taught with something that they
really know about. There is less challenge in them that leads to boredom. Greater effort is exerted
when they are exposed to challenging tasks in the classroom on learning activities that are
meaningful to them.
15. Learners engage in an activity they select and plan.
- Learners are very interested in an activity that they find captivating. It is expected that the teacher
becomes facilitator of their success. Forcing them to learn with teacher directed activities
sometimes futile and they became weary.
 16. Learners grouped by ability still vary according to other criteria.
- This is evidently supported by the brain-based and multiple intelligences learning theories. Learning
dimensions according to these theories support the principle of individual differences.
17. Learner think when encountered by obstacles and challenges.
- When exposed to problems in different degrees, the learners are motivated to think more.
Obstacles and challenges serve as stimulus for more investigation and exposition of the confronted
facts to be readily taken at hand.
18. Concepts should be presented in varied and specified situation
- To avoid boredom, lesson variety should be made available in various examples to delineate from
non-examples and generate more concepts.
19. Pupils learn a great deal from each other.
- By nature, the children are social being. As they are in contact with one another to share and
interact, learning takes place. Socialization has a factor to build trust of the members of the peer
group.
20. Problems of “isolates” appear in all school.
- As there are learners, who are intra-personal, problem of isolate or of being aloof can never be
ignored. All school institutions have them. But given with proper encouragement then, they can be
a potential member in the society.
21. No school subject is striking superior to any other subject.
- Each of the subjects taken by the learners in the classroom is equally as important of the others for
their holistic development. As students continue to have interest in any of these, then they can be
the best judge that all these subjects are significant in their line.
22. Learners remember new subjects that conform to their attitudes.
- This is precisely human nature. New subjects are of high value to students if these complement to
their attitudes and interest, as they discover learning.
23. Learning is aided by formulation and asking question.
- The amount of learning acquired by the learners depends upon the teacher’s art of questioning. As
the teacher makes use of different levels of questioning , this increases the intellectual likelihood for
learning.

Prepared by: Group 6

Maricris Amores
Charito Bugtai
Rachel Perales
Gesrel Formentera