This document provides an overview of learning principles. It defines learning as a continuous process of accumulating knowledge, skills, and attitudes through various means like training, experience, reading, and experimentation. It distinguishes learning from related concepts like training, development, and education. Several general principles of learning are then outlined, including readiness, exercise, effect, primacy, recency, intensity, requirement, and freedom. Learning principles emphasize the importance of being mentally and emotionally prepared to learn, meaningful practice and repetition, positive emotional experiences associated with learning, initial impressions, recent experiences, engaging directly with concepts, having necessary prerequisites, and allowing freedom in the learning process.

1. PRESENTATION
ON
PRINCIPLES OF
LEARNING

2. "Without Learning, The
Wise Become Foolish;
By Learning, The Foolish
Become Wise."

3. WHAT IS LEARNING?
 Learning is the one of the important psychological process determine the human behavior.
 learning is the process of accumulation of knowledge, skills and attitudes. (KSA)
 Learning may be through training, experience, reading, observation, discussions, electronic media
including internet, experimentation, facing the new challenges, travel and exploration etc. hence
training and development is more tools for learning.
 Learning is not a one time activity or an annual, half yearly, quarterly or monthly activity. Learning
is a continues process
 Learning is also an important source of motivation, Stimulation and job satisfaction

5. Meaning of Learning
Learning is simply means that
permanent change in behavior
through
education, training, practice and
experience

8. DIFFERENCE B/W
TRAINING, DEVELOPMENT, EDUCATION AND
LEARNING
 Training -Training is concerned with the teaching of specific, factual, narrow scoped
subject matter and skills. It is a formal classroom learning activities.
 Development- Development is concerned with a broader subject matter of a
conceptual or theoretical nature and the development of personal attitudes. It
comprises all learning experiences, both on and off the job, including
formal, classroom training.
 Education -Education, primarily, involves the presentation of material by the faculty
to students who are learning about the subject matter. The material being studied is
fundamentally well known material. Those activities known as teaching and training
are included in this category.
Learning- Learning is the process of acquiring knowledge or skill through
study, experience or teaching. It is a process that depends on experience and leads
to long-term changes in behavior potential. Behavior potential describes the possible
behavior of an individual in a given situation in order to achieve a goal.

9. COME TO PRINCIPLES
OF LEARNING

10. GENERAL PRINCIPLES OF LEARNING
Readiness
Readiness implies a degree of concentration and eagerness.
Individuals learn best when they are physically, mentally, and
emotionally ready to learn, and do not learn well if they see no
reason for learning. Getting students ready to learn, creating
interest by showing the value of the subject matter, and
providing continuous mental or physical challenge, is usually
the instructor’s responsibility.

11. EXERCISE
The principle of exercise states that those things most often
repeated are best remembered. It is the basis of drill
and practice. It has been proven that students learn best
and retain information longer when they have meaningful
practice and repetition. The key here is that the practice
must be meaningful. It is clear that practice leads to
improvement only when it is followed by positive feedback.

12. EFFECT
The principle of effect is based on the emotional reaction of the student. It
has a direct relationship to motivation. The principle of effect is that learning
is strengthened when accompanied by a pleasant or satisfying feeling, and
that learning is weakened when associated with an unpleasant feeling. , every
learning experience should contain elements that leave the student with
some good feelings.

13. PRIMACY
The
state of being first, often creates a
strong, almost unshakable, impression. Things
learned first create a strong impression in the mind
that is difficult to erase. For the instructor, this
means that what is taught must be right the first
time. for example, a student learns a faulty
technique, the instructor will have a difficult task
correcting bad habits and “re teaching” correct
ones. The student's first experience should be
positive, functional, and lay the foundation for all
that is to follow. What the student learns must be
procedurally correct and applied the very first
time.

14. RECENCY
The principle of recency states that things
most recently learned are
best remembered. Conversely, the further
a student is removed time-wise from a
new fact or understanding, the more
difficult it is to remember. For example, it
is fairly easy to recall a telephone number
dialed a few minutes ago, but it is usually
impossible to recall a new number dialed
last week.

15. INTENSITY
The principle of intensity implies that a
student will learn more from the real thing
than from a substitute. For example, a
student can get more understanding and
appreciation of a movie by watching it
than by reading the script. Likewise, a
student is likely to gain greater
understanding of tasks by performing
them rather than merely reading about
them.

16. REQUIREMENT
The law of requirement states that "we
must have something to obtain or do
something."
It
can
be
ability, skill, instrument or anything that
may help us to learn or gain something. A
starting point or root is needed; for
example, if you want to draw a
person, you need to have the materials
with which to draw, and you must know
how to draw a point, a line, and a figure
and so on until you reach your
goal, which is to draw a person.

17. FREEDOM
The principle of freedom states that things freely learned are best learned.
Conversely, the further a student is coerced, the more difficult is for him to
learn, assimilate and implement what is learned. Compulsion and coercion
are antithetical to personal growth. The greater the freedom enjoyed by
individuals within a society, the greater the intellectual and moral
advancement enjoyed by society as a whole.
Since learning is an active process, students must have freedom: freedom of
choice, freedom of action, freedom to bear the results of action—these are
the three great freedoms that constitute personal responsibility. If no
freedom is granted, students may have little interest in learning.

18. LET WE LEARN NEW
CHAPTER

23. THANKS TO ALL