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PRINCIPLES OF
LEARNING
Reported by: Group II
Julie Ann Abadiano
Edward Asadon
Jennifer Chua
Renz Julius Javillo
Patricia Lorenzo
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.
EDWARD THORNDIKE
PSYCHOLOGIST
(1874-1949)
THORNDIKE’S FIRST THREE
LAWSLaw 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.
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.
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.
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.

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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 LAWSLaw 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.