Reading material for Lesson 2.2 Principles of learning & teaching
3. Principles of Learning
The following are some of the principles of learning that the instructor should know and make use of teaching.
Learning results from stimulation through human senses
Learning is explained as the things, learner does as responses to stimuli. Real learning is the change which takes place in a learner, as a result of his mental and physical responses or reactions to stimuli caused in the mind through neuro muscular activity of the senses. As a result of the contacts with ideas and things a learner responds, which leads to the learning of new knowledge, improvement in certain habits, changes in learner attitudes or points of view.
Hence, it is the instructor’s responsibility to provide the best learning situations and guide learners in acquiring skill in handling tools, equipment, machines and materials etc. When demonstrated a skill, he/she should be explained the purpose and the sequence of operation steps so that the rate of learning is enhanced.
Learning requires activity
“We learn to do by doing” defines that a principle which must be put into practice by every instructor. In order to develop manipulative skills the instructor make the learner/trainee physical work. Such physical work implies for the application of related information. It also keeps the learner active in mentally and physically and which leads to develop the habits of basic to skill development.
Learning is based on past experience
“Learning starts with what the learner knows but not with the teacher know or starts”.
The said expression states that is true in all learning situations. What the learner knows is the foundation for what he intend to know. Suppose an instructor, presenting about the resistance in wires, he compares the flow of electrical current to the resistances and explain by comparing the flow of water from sizes of pipe (diameter of pipe). This similarity interacts with learner and be able to understand quickly. Hence, new learning are learnt by learners by means of re-collecting or comparison with the past experience, that the learner knows.
Interest is essential to effective learning and makes learners ready to learn
Interest is inner feeling which causes people to direct their attention to do certain thing. Interest leads to attention. Attention with interest makes the learner to concentration. Concentration with purpose provide feelings. The experiences obtained lead to reach highest point (culminate) in real learning. The instructor should motivate the learners in order to create interest by providing the conditions under which learning is purposeful, quick and effective.
Early success increase chance for effective learning
In the early stages of training program the instructor should see that the learners/trainees work under is direct supervision and guidance, which helps to learner to develop interest in the work what has been allotted to him. It is the responsibility of the instructor that the work what the learner does should result in success. When there is satisfaction further learning is possible. In case of normal and average learners the achievement such obtained will lead to great pleasureness and stimulates or motivates to greater activity.
Knowledge of the purpose, use and application of thing to be taught makes learning more effective
The learner has right to know, the need of the learning. It is the responsibility of the instructor to convince the learner, the purpose of learning in which he is interested.
The instructor should correlate the theoretical informations to the practical applications of the jobs and the learner should learn and able to explain composite knowledge of related informations which makes him a good craftsman.
Continuous evaluation is essential to effective learning
Self evaluation of learner’s efforts is essential to progress. The learner must continuously compare his work with some standard accomplishment learner if he/she is to improve. It is the responsible of instructor to keep goals are to the high standards of achievement. The instructor should help the trainees to compare their effort with the known and recognised quality. Even critics and evaluation of their performance improves their work.
Recognition and credit provide strong incentive for learning
Trainees/Learners ambition expect credit for their performance of work, when it is done well. Even though well performance may be the responsibility of the learner, awarding credit to their work, which causes for stimuli and greater activity among the trainees.
The most effective learning results when mitral learning is followed immediately by application
The learner/trainee forgets very quickly the large part of learning when he/she has not given a chance of applying and not using constantly. The learner should make effort to use of newly learnt information, for remembrance and recall. Subsequent to the demonstration the instructor should provide opportunities to the learners to practice the skill which has been demonstrated, under the very careful supervision of the instructor.
Repetition helps development of skill
More number of repetition leads to develop habits. The trainees to develop the speed, accuracy. The accuracy must be emphasized in the beginning of training period. The acquisition of speed may be emphasized when trainee achieve accuracy and correct work habits. But for good results and development of skills, both accuracy and speed should develop simultaneously, so that in later the learner/trainee will be able to perform successfully to meet the industry needs, where speed and accracy is more important for efficiency and profit.
Learners differ in their social and educational back gound, in understanding capacity and hence learner learns at various rate
Trainees/Learners differ as individuals from one another in their mental calibre and emotional behaviour patterns. They differ in expressing and understanding abilities. They learn in various rates. The instructor aim is not to the brightest learners/trainees or for the dullest trainees.
Motivation
Learners will not learn about any matter or thing unless they are motivated or created interest lean or to do as desired by the instructor. Motivation in teaching situation is a part of teaching which increases or encourages a desire to learn by the learners. By understanding the learner needs, when a instructor prepares and teaches, that itself a greatest source of motivation for the learners. Then only learners will have a confidence with instructor, become motivated and learning takes place with interest.
Motivation can be intrinsic and extrinsic in an individual/ learner/trainee. Intrinsic motivation elevates the learner to “self propelled” (self thrust) and leads to effective learning so to reach the desired goals. In case of extrinsic motivation, which is created by instructor/parent providing pleasant learning environment, financial help, recognition or praise.
Sustaining interest for continuous learning
There are two aspect of sustaining interest for continuous learning.One is creating interest in learning and the other is teaching in manner that maintains interest. Once the learner is motivated the instructor has to consider the following factors to maintain or sustain the interest among the learners.
• Encourage competition in learning activity.
• Give credit to the work well done.
• Show interest in all equally.
• Be impartial in his judgement.
• Reward the deserved learners for their outstanding work.
• Provide proper working conditions.
• Keep the entire class active with appropriate assignments.