LAWS OF LEARNING

LAWS OF LEARNING
• 3. • Primary Laws of Learning –Law of Readiness –Law of Exercise –Law of
Effect • Secondary Laws of Learning –Law of Primacy –Law of Intensity –Law of
Recency –other Subordinating Laws
• 4. Primary Laws of Learning
• 5. Law of Readiness • the degree of preparedness and eagerness to learn •
Law of Action Tendency • Individuals learn best when they are ready to learn,
and they will not learn much if they see no reason for learning.
• 6. Educational Implications • The teacher should arouse curiosity for learning,
so that the pupils feel ready to imbibe the new experiences. • The teacher
should, before taking up the new lesson arouse the interest and desire of the
students to learn.
• 7. Law of Exercise • Things that are most often repeated are best remembered
• Law of Use and Disuse – Law of Use: the learning are strengthened with
repeated trial or practice – Law of Disuse: learning are weakened when trial or
practice is discontinued
LAWS OF LEARNING
• Educational Implications • The teacher should provide diffrent opportunities
for learners to practice or repeat the task. (recall, manual drill, rview etc.) •
The teacher should have constant practice in what has once been learnt.
Delayed use or long disuse may cause forgetfulness.
• 9. Law of Effect • Learning is strengthened when it is accompanied by a
pleasant or satisfying feeling • Learning is weakened when it is associated with
an unpleasant feeling. • The emotional state of the learner affect the learning.
• 10. Educational Implications • As a failure is accompanied by a discouraging
emotional state, it should be avoided. • Reward and recognition play a great
role in encouraging the pupil. • Punishments should be avoided as far as
possible. Punishment produces a negative effect, and it causes
discouragement
• 11. Secondary Laws of Learning
• 12. Law of Primacy • ‘Learning that takes place in the beginning is the best and
lasting’. • Learning should be done correctly for the first time since it is difficult
to “unlearn” or change an incorrectly learned material.
• 13. Educational Implications • The learning on the first day is most vivid and
strong. The teacher also should be most serious on the first day of teaching. •
For the instructor, this means that what they teach the first time must be
correct. It is more difficult to un-teach a subject than to teach it correctly the
first time.
LAWS OF LEARNING
• Law of Recency • Things most recently learned are best remembered, while
the things learned some time ago are remembered with more difficulty •
frequent review and summarization help fix in the mind the material covered.
• 15. Educational Implications • Instructors recognize the law of recency when
they plan a lesson summary or a conclusion of the lecture. Repeat, restate, or
reemphasize important matters at the end of a lesson to make sure that
learners remember them instead of inconsequential details.
• 16. Law of Intensity • The law of intensity states that if the stimulus
(experience) is real, the more likely there is to be a change in behavior
(learning) • A vivid, dramatic or exciting learning experience teaches more
than a routine or boring experience.
• 17. Educational Implications • A learner will learn more from the real thing
than from a substitute. Demonstrations, skits, and models do much to
intensify the learning experiences of learners.
• 18. Subordinate Laws of Learning
• 19. Law of Multiple Response • Confronted with a new situation the learner
responds in a variety of ways arriving at the correct response. • Trial and Error
• If the individual wants to solve a puzzle, he is to try in different ways rather
than mechanically persisting in the same way.
LAWS OF LEARNING
• Law of Set Attitude • Learning is guided by a total set or attitude of the
learner, which determines not only what the learner will do but what will
satisfy him/her. • The learner performs the task well if he has his attitude set
in the task.
• 21. Law of Analogy and assimilation • According to this law, the individual
makes use of old experiences or acquisitions while learning a new situation.
There is a tendency to utilize common elements in the new situation as existed
in a similar past situation.
• 22. Law of Associative Shifting • According to this law we may get a response,
of which a learner is capable, associated with any other situation to which he
is sensitive. • Sometimes, a reaction to a certain stimulus might shift to a
different one
• 23. Pre- potency of Elements: • According to this law, the learner reacts
selectively to the important in the situation and neglects the other features or
elements which may be irrelevant
THEORIES OF LEARNING
PSYCHOLOGY
•2. MAIN THEORIES 1. Behaviorism 2. Cognitivism 3. Social Learning Theory 4.
Social Constructivism 5. Multiple Intelligences 6. Brain-Based Learning
•3. BEHAVIORISM
•4. BEHAVIORISM • It is confined to observable and measurable behavior. •
Learning is defined by the outward expression of new behaviors and context-
independent. • Biological basis for learning. • Focuses on observable behaviors.
•5. BEHAVIORISM CLASSICAL CONDITIONING (PAVLOV) • A stimulus is presented
in order to get a response. • It is about reflexes. OPERANT CONDITIONING
(SKINNER) • The response is made first then reinforcement follows. • It is about
feedback/reinforce ment.
•6. BEHAVIORISM IN THE CLASSROOM • Rewards and Punishments •
Responsibility for student learning rests squarely with the teacher. • Lecture-
Based and Highly Structured
•7. CRITIQUES OF BEHAVIORISM • • • • • It does not account for processes
taking place in the mind that cannot be observed. Advocates for passive student
learning in a teachercentric environment. One size fits all. Knowledge itself is
given and absolute. There is programmed instruction and teacher-proofing.
THEORIES OF LEARNING
PSYCHOLOGY
• COGNITIVISM
• 9. COGNITIVISM • • • • Grew in response to Behaviorism. Knowledge is stored
cognitively as symbols. Learning is the process of connecting symbols in a meaningful
and memorable way. Studies focused on the mental processes that facilitate symbol
connection.
• 10. COGNITIVE LEARNING THEORIES DISCOVERY LEARNING (BRUNER) MEANINGFUL
VERBAL LEARNING (AUSUBEL) • • • Anybody can learn anything at any age, provided it
is stated in terms they can understand. Powerful Concepts (Not Isolated Facts) • • •
Transfer to many different situations. Only possible through Discovery Learning.
Confront the learner with problems and help them find solutions. Do not present
sequenced materials. Advance Organizers: • New material is presented in a systematic
way and is connected to existing cognitive structures in a meaningful way. • When
learners have difficulty with new material, go back to the concrete anchors (Advance
Organizers). • Provide a discovery approach and they will learn.
• 11. COGNITIVISM IN THE CLASSROOM • Inquiry-Oriented Projects • Provide
opportunities for the testing of hypotheses. • Curiosity is encouraged. • Stage
Scaffholding
• 12. CRITIQUES OF COGNITIVISM • Like Behaviorism, knowledge itself is given and
absolute. • Input – Process – Output model is mechanistic and deterministic. • It does
not account enough for individuality. • It has little emphasis on affective
characteristics.
THEORIES OF LEARNING
PSYCHOLOGY
• SOCIAL LEARNING THEORY
• 14. SOCIAL LEARNING THEORY • • • • Grew out of Cognitivism. Learning takes place
through observation and sensorial experiences. Imitation is the sincerest form of flattery.
Social Learning Theory is the basis of the movement against violence in media and video
games.
• 15. SOCIAL LEARNING THEORY Learning from Models: 1. Attend to pertinent clues. 2. Code
for memory (store a visual image). 3. Retain in memory. 4. Accurately reproduce the
observed activity. 5. Possess sufficient motivation to apply new learning.
• 16. SOCIAL LEARNING THEORY Research indicates that the following factors influence the
strength of learning from models: 1. How much power the model seems to have. 2. How
capable the model seems to be. 3. How nurturing/caring the model seems to be. 4. How
similar the learner perceives self and model. 5. How many models the learner observes.
• 17. SOCIAL LEARNING THEORY Four interrelated processes establish and strengthen
identification with the model: 1. Children want to be like the model. 2. Children believe they
are like the model. 3. Children experience emotions like those the model is feeling. 4.
Children act like the model.
• 18. SOCIAL LEARNING THEORY • Through identification, children come to believe they have
the same characteristics as the model. • When they identify with a nurturing and
competent model, children feel pleased and proud. • When they identify with an
inadequate model, children feel unhappy and insecure.
• 19. SOCIAL LEARNING THEORY IN THE CLASSROOM • Collaborative Learning and Group
Work • Modeling Responses and Expectations • There are opportunities to observe experts
in action.
• 20. CRITIQUES OF SOCIAL LEARNING THEORY • It does not take into account individuality,
context and experience as mediating factors. • Suggests students learn best as passive
receivers of sensory stimuli, as opposed to being active learners. • Emotions and motivation
are not considered important or connected to learning.
THEORIES OF LEARNING
PSYCHOLOGY
• SOCIAL CONSTRUCTIVISM
• 22. SOCIAL CONSTRUCTIVISM • Grew out of and in response to Cognitivism and was
framed around Metacognition. • Knowledge is actively constructed. • Learning is: • • •
• • A search for meaning by the learner. Contextualized An Inherently Social Activity
Dialogic and Recursive The Responsibility of the Learner
• 23. SOCIAL CONSTRUCTIVISM IN THE CLASSROOM • Journaling • Experiential Activities
• Personal Focus • Collaborative and Cooperative Learning
• 24. CRITIQUES OF SOCIAL CONSTRUCTIVISM • Suggests that knowledge is neither given
nor absolute. • It is often seen as less rigorous than traditional approaches to
instruction. • It does not fit well with traditional age grouping and rigid
terms/semesters.
• 25. MULTIPLE INTELLIGENCES
• 26. MULTIPLE INTELLIGENCES • Grew out of Constructivism and was framed around
Metacognition. • All people are born with 8 intelligences: • 1. Verbal-Linguistic 2.
Visual-Spatial 3. Logical-Mathematical 4. Kinesthetic 5. Musical 6. Naturalist 7.
Interpresonal 8. Intrapersonal Enable students to leverage their strengths and
purposefully target and develop their weaknesses.
• 27. MULTIPLE INTELLIGENCES IN THE CLASSROOM • Delivery of instruction via multiple
mediums. • Student-Centered Classroom • Authentic Assessment • Self-Directed
Learning
• 28. CRITIQUES OF MULTIPLE INTELLIGENCES • Lack of quantifiable evidence that MI
exist. • Lack of evidence that use of MI as a curricular and methodological approach
has any discernible impact on learning. • Suggestive of a departure from core curricula
and standards.
THEORIES OF LEARNING
PSYCHOLOGY
• BRAIN-BASED LEARNING • Grew out of Neuroscience and Constructivism. • 12
governing principles: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Brain is a parallel
processor. Whole Body Learning A search for meaning. Patterning Emotions
are critical. Processing of Parts and Wholes Focused Attention and Peripheral
Perception Conscious and Unconscious Processes Several Types of Memory
Embedded Learning Sticks Challenge and Threat Every brain is unique.
• 30. BRAIN-BASED LEARNING IN THE CLASSROOM • Opportunities for Group
Learning • Regular Environmental Changes • Multi-Sensory Environment •
Opportunities for Self-Expression and Making Personal Connections to Content
• Community-Based Learning
• 31. CRITIQUES OF BRAINBASED LEARNING • Research conducted by
neuroscientists, not by teachers and educational researchers. • Lack of
understanding of the brain itself makes “brian-based” learning questionable. •
Individual principles have been scientifically questioned.
• 32. HUMANIST
• 33. HUMANIST • • • All students are intrinsically motivated to self actualize or
learn. Learning is dependent upon meeting a hierarchy of needs (physiological,
psychological and intellectual). Learning should be reinforced.