Principle of Association: Learning is a growth like and continuous .The kind of learning that takes place is the results of the kind of experiences we have. Experiences that occur together tend to recur together. Previous learning always sets the stage for subsequent learning.
Adjust the pace to the learner’s capacity, one idea at a time.
Bring the idea to the attention of the learner repeatedly (in a variety of ways) and over a period of time.
Principle of Clarity: Learning is purposeful. Learning varies directly with the meaningfulness of the material presented. Learning is increased when the learner sees the end sought by the practice.
Progress must be constantly appraised and redirected.
Purpose must be kept in sharp focus; (objectives must be clear to the learner and teacher).
Principle of Self-activity: Learning results through self-activity. It is an active process on the part of the learner. Teachers can only set up the learning situation and stimulate a person to learn. The door to learning is “locked on the inside” and unless the learner opens the door himself, learning cannot take self.
Learning involves appropriate activities that engage a maximum number of senses.
Activities appropriate to the specific learning situation must be used.
Learning activities should engage a maximum number of senses, by using audio-visual aids. Senses are the gate-ways to learning.
Principle of Readiness (Motivation) and Principle of Rewards (Satisfaction): Learning must be challenging and satisfying. Readiness does not connote mere desire to learn; it includes social and intellectual maturity as well. The more fully a person is in readiness to act in a certain way, the more satisfying it will be for him, and the more annoying if he is prevented from it. When not ready to act, he is annoyed if made to act. A favorable attitude accelerates learning; a bad attitude retards learning.
Without drive or interest a person does not learn. Consequently, learning depends primarily upon satisfaction of wants or needs, in other words, upon success. Rewards maintain and strengthen the learning process.
Teacher motivation of the student is essential in making learning more challenging.
Standards demanded of the learners should be suitable to their ability or capacity.
Appropriate and timely recognition should be given to the student achievement.
Principle of Practice (or Law of Exercise): Learning must result in functional understanding. Memorization alone is temporary unless reviewed or put to use in a practical situation. The oftener a situation evokes or leads to a certain response, the stronger becomes the tendency for it to do so in future. Practice leads to perfection; (not mere countless repetitions).
Course content should be organized into meaningful units.
Theory should be related to practice.
Provide activities that stimulate actual use situations.
Principle of Disassociation: Learning is affected by emotions. The intensity of emotional feeling affects learning differently in different individuals. The most effective way of eliminating an undesirable response is to set up a desirable substitute, which must he made more satisfying than the original (undesirable) reaction.
Strive to increase pleasant emotions and decrease unpleasant emotions of students in connection with the learning process.
Train the expression of emotions in the right direction.
Principle of Timing:Learning takes place more readily when the facts or skills are given at the time or just before the time they are to be used in a serviceable way.
The general physical environment includes physical facilities should be suitable to the kind of learning taking place.
Specific physical factors of the meeting place should be suitable to the activities selected for use in the learning situation.
The teacher should recognize and utilize the effects of the social environment on learning.
Summarizing the major points, Optimum learning takes place :
When the learner is in a state of physiological and psychological readiness.
When he repeats at intervals, the learning series which is to be mastered and
When that series is accompanied by an emotionally satisfying experience. The major task of the teacher is to arrange the learning situation so that these conditions prevail.
Principle of transfer: Application of perceived relationship to another situation in which it is applicable. Unless knowledge or learning can be applied in a new situation, it remains very much restricted.
Principle of set or attitude: An unfavourable attitude or set retards learning and a favorable attitude accelerates it. Unless attitude becomes favourable, adoption will not take place.
Principle of clarity of objectives: The objective of learning should be clear. The ease of learning seems to vary directly with the meaningfulness of the material presented. Meaningful learning is interesting and easier than senseless learning.
In addition to understanding the principles underlying how adults learn, training must also plan experiences and activities that maximize the learning of trainees. Edgar Dale’s ‘Cone of Experience’, as modified by Sheal (1989), provides a linkage between learning, activity and participant involvement.
Verbal Receiving
Visual Receiving
Visual Receiving and Participating
Doing We tend to remember 10% of what we read 20% of what we hear 30% of what we see 50% of what we hear and see 70% of what we say 90% of what we both say and do The Chinese proverb says “IF I HEAR I FORGET, IF I SEE I REMEMBER, IF I DO I KNOW”
Participants