The document discusses the basic principles of learning, emphasizing that learning is a process of growth, adjustment, and organization of experiences. It highlights that effective learning is purposeful, intelligent, and action-oriented, involving both individual and social aspects. Additionally, it notes the importance of the learning environment and the role of insight in enhancing the learning experience, while also addressing different learning styles and methods.

1. PRESENTATION on
Basic principles
of learning and
their
implications
-P. SUBASRI,
VOC COLLEGE OF EDUCATION,
THOOTHUKUDI.

2. Learning
Learning is the process
of acquiring new
understanding,
knowledge, behaviors,
skills, values, attitudes,
and preferences.

3. Basic principles of
learning
LEARNING IS GROWTH:
Form of growth.
Natural and Inevitable.
Mental and physical growth.
Pestalozzi, Froebel and Marietta John – modern
education.
Learning is growth through experience.

4. LEARNING IS ADJUSTMENT:
Basic - adjust ourselves to our environment.
Gates and others,
“Learning may be thought of as the
progressive change in behaviour which is
associated on the one hand with successive
presentations of a situation, and, on the
other, with repeated efforts of the
individual to react to it effectively.”
School learning - adjustment toward the goal
of learning.

5. LEARNING IS ORGANIZING
EXPERIENCE:
Synthesis of the old and the new experiences -
results - new organization of pattern of
experiences.
Organization of experiences involves the
elimination of unnecessary habits.
Arranged and rearranged in proper relation.
Finally appropriate learning takes place.

6. LEARNING IS PURPOSEFUL:
Goal-directed.
Learner finds that his desires are fulfilled -
learning is effective.
Irrelevant material is more rapidly forgotten
than relevant material.
LEARNING IS INTELLIGENT:
An insight is gained - processes are
understood.
Understand – intelligence gain – learning can
be long lasted.
Meaningless repetition does not produce
permanent learning.

7. LEARNING IS ACTION:
Learning is the natural outcome to meet one’s
basic and normal needs.
All genuine learning is self – learning.
Individual should be an active participant in
learning process.
The Dalton plan, the Project method, the
Montessori Method, the Kindergarten – Basic
education lay stress on the characteristics of
learning.

9. LEARNING IS BOTH
INDIVIDUALAND SOCIAL:
Learning is more than an individual activity; it
is a social activity too.
Family, community, gang, religious places,
and other institutions.
Social agencies - tremendous influence on an
individual - affects their behavior pattern.
Either consciously or unconsciously it affect
an individual.

10. LEARNING IS
UNENFORCEABLE:
Human learning - human action.
It cannot be enforced upon the human beings.
Teacher must wait for the child to be ready for
learning.
Unenforceable - characteristic of learning.
LEARNING IS A PRODUCT OF
THE ENVIRONMENT:
Learning - takes place in relation to the
environment.
Environment - healthy and rich in educative
possibilities - conductive to learning.

11. TRUE LEARNING AFFECTS THE
CONDUCT OF THE LEARNER:
Changes in the conduct (behavior pattern) of
the leaner.
Every experience produces a change in the
mental structure of the learner.
It affects the conduct of the learner.
Goal of learning.

12. LEARNING FREQUENTLY
DEPENDS UPON INSIGHT:
Insight - “flash of understanding”.
It occurs when suddenly becomes charged
with meaning, or when the solution to a
problem or the way to a goal.
The ability to gain insight depends upon
interest, previous knowledge and intelligence.
Dull child – the teacher should give special
assistance to the child.

13. Implications
LEARNING STYLES:

14. Haynes list out some activities for students
with different learning styles,
Visual learners - computer graphic, maps,
graphs, charts, cartoons, posters, diagrams text
with a lot of pictures.
Auditory learners - interviewing, debating,
participating on a panel, giving oral reports
and participating in oral discussions of written
material.
Kinesthetic learners - playing games that
involve the whole body, movement activities,
making models, and setting up experiments.

15. Thank you