Principles of Learning for Classroom Teaching

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Principles of Learning for Classroom Teaching

• William G. Huitt
• Valdosta State University

Last revised September 2006
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Operant Conditioning

• Pay attention to observable behavior
• Identify desired outcomes
• Connect to beginning circumstances
• Perform task analysis and backwards planning
• Feed what you want to grow (reinforcement)
• Starve what you want to die (ignore extinction)

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Information Processing

• Three processes
• Attention
• Repetition
• Elaboration
• Use it or lose iteven though information is
  stored in long-term memory, retrieval unlikely to
  occur without periodic processing
• Most likely to process and retrieve information
  in same manner as it was encoded

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Information Processing

• Use Blooms taxonomy for designing learning
  activities (Levels of elaboration)
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis Evaluation

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Constructivism

• Piaget
• Create disequilibrium (primary influence or
  energy source for initial action)
• Expect qualitative changes in thinking and
  knowing
• Provide hands-on experiences
• Systematically address movement from concrete to
  formal operations

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Constructivism

• Vygotsky
• Identify individuals zone of proximal
  development
• Provide mediation and scaffolding during
  teaching/learning activities
• Social signs and symbols first processed
  holistically and then personally modified
• Important to have correct worldview that is
  presented to students

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Humanistic Education

• Affect and valuing are as important as knowledge
  and processing skills
• Attraction is key concept
• Subjective, personal viewpoint is important in
  guiding ones own learning

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Social Cognition

• Reciprocal determination is basic principle of
  relationships among influencing factors
• Self-efficacy (It can be done I can do it) best
  developed with successful experience
• Self-regulation
• Vision, mission, goals
• Action plans
• Commitment and perseverance
• Self-reflection and evaluation

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Summary

• Each learning theory provides alternative
  paradigm
• What variables should be considered?
• What data should be collected?
• How should data be interpreted?
• Each learning theory supported by empirical
  findings
• Applied behavioral scientists must considered
  principles from all theories
• Criteria for utilization of principlesWhat are
  desired outcomes?