Principles of Learning Clause Samples
The "Principles of Learning" clause establishes the foundational guidelines and values that govern how learning and development activities are approached within an agreement or organization. It typically outlines key educational philosophies, such as fostering inclusivity, encouraging active participation, or promoting continuous improvement, and may specify expectations for both instructors and learners. By clearly articulating these principles, the clause ensures that all parties share a common understanding of the learning environment, thereby supporting effective knowledge transfer and minimizing misunderstandings about educational objectives.
Principles of Learning. This unit of instruction will shift the focus from teaching to the learner and the process of learning. Students will learn the stages of physical development and will differentiate between human growth and development. Theories in human development including ▇▇▇▇▇▇’s Cognitive Theory, ▇▇▇▇▇▇▇▇’▇ Sociocultural Theory, and ▇▇▇▇▇▇▇'▇ Multiple Intelligences will be explored and discussed. Students will explore the relationship between physical, cognitive, social, and emotional development. Students will debate the importance and influence of heredity versus environment on human development. The influences of environmental factors on development such as family, peers, community, media, health, nutrition and physical activity will also be appraised. Students will define activities for children to aid in the development of gross and/or fine motor skills development.
Principles of Learning. Do students' experiences show opportune use of the principles of learning? Does the teacher build in productive uses of the principles of learning? Does the teacher interrelate concepts taught?
Principles of Learning. The variables that affect the learner in a learning situation.
a. Motivation: Teacher focuses on the persistence of appropriate student behaviors.
1. Level of concern: Space, time, accountability
2. Feeling tone: Positive or negative
3. Level of interest: Something is made vivid, different, or meaningful to the learner (relevant or novel)
4. Knowledge or results: Immediate and specific feedback to students following a response
5. Success: The student’s feeling of achievement. Rate should be approximately 80% or higher if lesson is at the correct level of difficulty
6. Reinforcement: Positive, negative, extinction, schedule of reinforcement
b. Retention: Remembering information
1. Feeling tone
2. Level of interest
3. Practice
4. Modeling
c. Transfer: Ability to transfer past learning to the solution of present problems
1. Similar situations
2. Association of two learning
d. Proper level of difficulty: The point of any sequence of objectives at which the learner has mastery of previous learning.
Principles of Learning. ❖ Learning requires the active participation of the learner. ❖ Learning occurs in varying ways and at different rates. ❖ Learning is an individual and a
Principles of Learning. Application in setting Meaning Teach for transfer Isolate critical attributes Concrete, semi-abstract, abstract Modeling Similarity of environment Active participation Vividness Feeling tone End without closure Breaking complex tasks Degree of guidance Close confusers Say-do Mnemonics Sequence and backward chaining Practice Continuity Cumulative review Knowledge of results Reinforcement Goal setting Keeping students open and thinking Clear objective: yes/no Level of difficulty: too hard, too easy, appropriate, stretches student to optimum match Is the type of objective a good fit for the content? Allocated, engaged time Instructional time Adequate time for learning, High success time, Beginning and ending time, Scheduling and pacing Ownership and privacy Visible storage space, no dead space, no teacher blind spots, use of vertical space diagonal dividers, display area, active separated from quiet, boundaries, clear traffic patterns Significant, deliberate learning objectives Clear criteria for successes and models Tasks approaching or simulating real life experiences Good Records: checklists, profiles, portfolios Assessment is: absent, mismatched to content, appropriate to content, STRATEGIES OF TEACHING Non-Directive Group Investigation Jurisprudential Social Inquiry Recitation Direct Instruction Collaborative/Cooperative Learning