Principles of learning (6 laws of learning)
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The document discusses principles of learning, including six laws developed by psychologist Edward Thorndike: readiness, exercise, effect, primacy, recency, and intensity. These laws provide insight into how people learn most effectively. For example, the law of exercise states that things repeated are best remembered, while the law of effect notes that pleasant feelings strengthen learning. The principles have educational implications, such as learning by doing and providing appropriate practice and feedback to motivate students.
Principles of learning (6 laws of learning)
- 1. PRINCIPLES OF LEARNING Reported by: Group II Julie Ann Abadiano Edward Asadon Jennifer Chua Renz Julius Javillo Patricia Lorenzo
- 2. PRINCIPLES OF LEARNING The principles of learning provide additional insight into what makes people learn most effectively. The principles have been discovered, tested, and used in practical situations. Edward Thorndike has developed the first three laws of learning and three more had been added ever since.
- 4. THORNDIKE’S FIRST THREE LAWSLaw of readiness – implies the degree of preparedness and eagerness to learn. Law of exercise – things that are most often repeated are best remembered. Law of effect – based on the emotional reaction and motivation of the student. Learning is strengthened with pleasant or satisfying feeling while unpleasant feelings tend to do otherwise.
- 5. THE ADDITIONAL THREE LAWS Law of primacy – learning should be done correctly for the first time since it is difficult to “unlearn” or change an incorrectly learned material. Law of recency – things that are most recently learned are often best remembered. Law of intensity – the more intense something is taught, the more likely it will be retained.
- 6. EDUCATIONAL IMPLICATIONS Learning by doing is a good advice. One learns to do what one does. The amount of reinforcement necessary for learning is relative to the students’ needs and abilities. The principle of readiness is related to the learners’ stage of development and their previous learning. The students’ self-concept and beliefs about their abilities are essentially important. Teachers should provide opportunities for meaning and appropriate practice.
- 7. EDUCATIONAL IMPLICATIONS Transfer of learning to new situations can be horizontal (across subject matter) or vertical (increased complexity of the same subject). Learning should be goal-directed and focused. Positive feedback, realistic praise, and encouragement are motivating to the teaching learning process. Metacognition is an advanced cognitive process whereby students apply learning strategies and also helps them sense if they are learning or not.