Basic Principles of Learning for Classroom Teaching

Organizing Concepts of Learning from Educational Psychology

William G. Huitt

Citation: Huitt, W. (2012). Basic principles of learning for classroom teaching: Organizing concepts of learning from educational psychology. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://www.edpsycinteractive.org/topics/summary/basic-principles-
learning.html

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Learning Theory Basic Principles

 Learner viewed as reactive adaptor
 Pay attention to observable behavior
 Identify desired outcomes (target behaviors)
o Connect to beginning circumstances
o Perform task analysis and backwards planning
o Develop baseline data of present performance
Operant 
 Feed what you want to grow (reinforcement)
Conditioning
 Starve what you want to die (ignore; extinction)
 Shape behavior through reinforcement of partially appropriate behavior
 Minimal, selective use of punishment and response cost; look for opportunities to turn these into negative and positive
reinforcement
 Appropriate for impacting classroom instruction and management

 Learner viewed as information processor

 Three critical processes
o Attention
o Repetition
o Elaboration
 Use it or lose it—even though information is stored in long-term memory, retrieval unlikely to occur without periodic processing
 Most likely to process information in same manner as it was encoded
 Use Bloom et al.’s taxonomy (or Anderson & Krathwohl revision) for designing learning activities (Levels of elaboration)
o Knowledge
o Comprehension
o Application
Information o Analysis
Processing o Synthesis & Evaluation
 Provide opportunities to impact knowledge structure and organization
o Declarative
 Semantic
 Data -- independent statements of facts
 Information -- organizations of data that allow for grouping, categorization, explanation of meaning
 Knowledge -- organizations of information that allow for critical and creative thinking
 Wisdom -- appropriate application of information and knowledge based on personal experience
 Episodic -- time-sequenced information based on personal experience
o Procedural -- "how to" knowledge and skills
o Imagery -- pictorial representation and organization; must connect to declarative

Social   Learner viewed as observer reactor

Learning  Modeling and imitation are important learning experiences Combination of information processing and operant conditioning
o Attention
o Retention
o Reproduction
 o Motivation

 Social (Vygotsky & Dewey)

o Learner viewed as apprentice
o Provide opportunity for learners to engage in authentic tasks
o Identify individual’s zone of proximal development for specific learning tasks
o Language is critical for thinking
o Provide mediation and scaffolding during teaching/learning process
o Social signs and symbols first processed holistically and then personally modified
Constructivism o Important to have correct worldview that is presented to students
 Cognitive (Piaget & Bruner)
o Learner viewed as inquirer
o Create disequilibrium (primary influence or energy source for initial action)
o Expect qualitative changes in thinking and knowing
o Provide hands-on experiences especially for younger students
o Systematically address movement from concrete to formal operations

 Learner viewed as autonomous agent

 Affect and valuing are as important as knowledge and cognitive processing skills
 Emotional attraction is key concept
 Subjective, personal viewpoint is important for guiding one’s own learning
Humanistic
 Encourage identifying personal aspirations and setting of personal goals
 Encourage personal choice of learning activities
 Allow for variety of ways to demonstrate learning

 Learner viewed as embedded or situated agent

 Reciprocal determination is basic principle of relationships among influencing factors
o Environment
o Personal attributes
o Behavior
 Provide opportunities of social interactions while learning
 Self-efficacy (It can be done; I can do it) best developed with successful experience; modeling/imitation and social persuasion are
Social Cognition less effective
 Self-regulation, conation, and volition
o Vision, mission, goals
o Action plans
o Commitment and perseverance
o Self-reflection and evaluation
o Adjustments of activity

 Learner viewed as node in network

 Knowledge assumed to lie in network, not in individual
Connectivism  Provide opportunities to connect to, engage with, and create virtual networks
 Provide opportunities for learners to describe characteristics and practices that lead to the development of networks

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 Publicschool principal invents energy sufficient system, garners
international award
   
November 23, 2015

GENERAL SANTOS CITY – William Moraca, a school head at the Datal Salvan Elementary School in San Jose, General Santos
City, has won an international award for his contributions not only to the school but also to the Blaan and T’boli
indigenous communities where his students belong.
 
Known for being an avid supporter of educational development, Thailand Princess Maha Chakri Sirindhorn has provided
opportunities for the underprivileged youth in far-flung areas by means of education. To honor such cause, the Princess
Maha Chakri Award (PMCA) gives recognition to 11 dedicated teachers in Southeast Asia whose outstanding achievements
generate benefits to education and human development. Moraca received the PMCA for the Philippines during its
awarding ceremony last October 2, 2015 in Bangkok, Thailand during Her Royal Highness’ 60 th birthday.
 
His inventions—a functional portable windmill, modified solar panels and a magnetic field-run water system—have been
providing 24/7 electricity and potable water to the residents of Sitios Datal Salvan and Klolang since 2011.
 
“Noong una akong na-assign dito, nakita ko na walang tubig at ang hirap kumuha ng tubig doon sa batis at sa sapa.
Maglalakad ka pa ng ilang kilometro para mag-igib ka lamang ng tubig, kaya ang ginawa ko pinaakyat ko dito ang tubig–
from river down to the community and, eventually, the schools. I did this by using magnetic field force, so the water went
up at the rate of 1.2 liters per second the first time we used the said gadget.” Moraca recalled. 
 
With a background in Electronics, Moraca also observed that the community’s solar panel for electricity could not
adequately charge batteries.
 
“The natural charging of a solar panel will take about a day for a full battery. I converted the solar panel for shorter
charging time. Kasi dito sa lugar namin, ilang oras lang yung init at ito yung nagsu-supply ng lights namin dito sa entire
school of Datal Salvan and its community,” said Moraca.
 
The Department of Education (DepEd) lauded not only the beneficial contribution of Moraca but also his exemplary
service as a teacher and a school head.  Undersecretary for Legal and Legislative Affairs Alberto T. Muyot said that Moraca
innovated and converted low cost materials for hands-on and participative teaching materials for Mathematics, Science
and Social Studies. He also developed an ecotourism area which provides livelihood in the community of Sitio Datal
Salvan.
 
“He received numerous commendations for improvising and developing other materials not only for his school but also
for other schools in General Santos City. For his selfless acts in public service using education as his platform, the
Department feels that William is truly deserving of this award,” added Muyot.
 
“We thank Her Royal Highness Princess Maha Chakri Sirindhorn for inspiring our nation-builders in Southeast Asia. We feel
that this award embodies the victories of the human spirit in the continuing quest for the improvement of the quality of
life of the people through education. We also thank Her Royal Highness for recognizing teachers who have inspired their
communities and have initiated positive changes in the communities and in the country,” said Muyot.
 
From his humble beginnings as an office messenger, Moraca wishes that his achievements would serve as an inspiration
to teachers nationwide.
 
“Hindi ako pumapasok sa school para manalo ng ganitong klaseng award. Ang nasa isip ko lang talaga ay makatulong sa
mga studyante at sa buong community dito sa Datal Salvan. Gagamitin ko ang pagkakataon na ito para maging ehemplo
at para ma-inspire ko rin ang lahat ng mga guro sa Pilipinas na gumawa ng kakaiba o gumawa ng panibagong hakbang
para sa kanilang komunidad,” Moraca said.
END

Luistro to future teachers: Success of long-term educ reform is in your

hands
   
April 10, 2015

MANILA – “Kung gusto natin ng isang tunay na rebolusyon, mga guro lamang ang nakapagbibigay ng panibagong mukha sa
Pilipinas. Bukas, sa pagbubukas ng bagong umaga, isipin ninyo na kasama kayo sa rebolusyon na inumpisahan limang taon na ang
nakalilipas,” Education Secretary Br. Armin Luistro said before the 1,700 new graduates of one of the country’s premier institutions
for teacher education, Philippine Normal University, at their 107 th commencement exercises.
 
Emphasizing the crucial role of educators in the implementation of the K to 12 Program, Luistro said, “This is the fifth year of our
educational reform. It is more than a change in curriculum—it requires a change of perspective; it requires a change of heart of
those who will implement it and bring it to fruition. It requires your cooperation, your initiative, and your own contribution to make
the reform work.”
 
He urged the new graduates who will be future teachers at the Department of Education (DepEd) to take on the challenges with an
open heart, saying, “You will be the face of the reform, and the success of the program is in your hands.”
 
Luistro said, “Sa dami ng mga magtatapos na bagong guro, sa palagay ko, 90-100% sa inyo ang kukunin ng DepEd para magtrabaho
sa ating 47,000 na eskwlehan sa buong Pilipinas.” He added that the Department will be hiring more than 30,000 teachers this year.
 
PNU conferred Luistro with an Honoris Causa (Doctor of Education) for his “invaluable dedication and commitment to education”
and in acknowledgement of his significant contribution to the biggest reform in Philippine education system: the K to 12 Program.
 
In a statement, PNU said, “Aside from his K to 12 contributions, his reforms also include forging partnerships with different Local
Government Units (LGUs) and corporations to solve the congestion, zoning, and lack of urban planning in education.”

END