Respect diverse talents and ways of learning What are the Seven Principles?
Learning Principles Theory and Research-based Principles of Learning The following list presents the basic principles that underlie effective learning.
These principles are distilled from research from a variety of disciplines.
Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning.
However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. How students organize knowledge influences how they learn and apply what they know.
Students naturally make connections between pieces of knowledge. When those connections form knowledge structures that are accurately and meaningfully organized, students are better able to retrieve and apply their knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately.
As students enter college and gain greater autonomy over what, when, and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of the learning behaviors in which they engage. When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn.
To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned. Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity.
Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors, it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively.
Learning and performance are best fostered when students engage in practice that focuses on a specific goal or criterion, targets an appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria.
Students are not only intellectual but also social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills.
While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students.
To become self-directed learners, students must learn to monitor and adjust their approaches to learning.
Learners may engage in a variety of metacognitive processes to monitor and control their learning—assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working.
Unfortunately, students tend not to engage in these processes naturally.principles underpinning the classic model but with differing structure and/or organisational features e.g. age ranges catered for, site(s) and the amount of time pupils spend in the group. Center for the Advancement of Teaching and Learning Elon University Curriculum Development Judith Howard Department of Education for the application of four corresponding principles in the development of any curriculum: defining goals, behavioral objectives provided the underpinning of its design, and the success.
The principles underpinning development and preparation of resources for learning and development Explain principles underpinning resource selection for learning and development Learning principles should be integrated into the design of all training and training materials and resources.
Underpinning beliefs about practice teachers 4 Guiding principles 5 development and facilitation of learning to enable the achievement of competency 1 Nursing and Midwifery Council () Standards to support learning and assessment in practice.
National Guidance for Practice Teacher Preparation: A Principles Based Approach. and. It does not include the detailed preparation or implementation of the programme. Exemplification. The Learner will: 1. Understand the principles underpinning the development of learning and development programmes.
The Learner can: Explain the objectives of learning and development Previous resources Expertise, eg . The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom.
Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources.