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Principles and Strategies inTeachingTOPICS:Meaningful Learning Theory as Applied in Classroom Learning

Conditions for Learninga. Motivationb. Retentionc. Transfer of LearningBy: CJ FajilanMeaningful Learning Theory as Applied in Classroom Learning

Guide learners to remember information that provide the basic building blocks of new learning experiences.Construct meaning by joining what is to be learned to what has been experienced earlier.

Meaningful Learning Theory as Applied in Classroom Learning

Use meaningful memory strategies.Present every lesson that makes sense to the learners. Build new associations with familiar experience and vocabulary.

Meaningful Learning Theory as Applied in Classroom Learning

Provide plenty of wholesome learning experiences through casual connections, comparisons, and illustrations.

Conditions of Learning

Motivationb. Retentionc. Transfer of Learning

Conditions for LearningMotivation refers to the internal state or condition that influences behavior and gives direction in relation to physical conditions, interests, attitudes and aspirations. - involves a number of ideas that direct an individual to act or do something that energizes, directs and sustains behavior.Conditions for Learning: MotivationTwo Components of Motivation

Arise from some deficits within the individual. Deficits may be physiological or psychological. The motivation to solve the physiological or psychological need.

Principles of Motivation as Applied in Classroom TeachingConditions for Learning: MotivationPrinciplesApplicationsThe learners attention in any learning task is essential for introducing any lesson. Assist learners to focus attention on desired learning tasks.2. Intending to attain and to experience success are essential requisites to realistic goal-setting activities. The teacher must be sensitive on the learner's need to attain level of aspiration and motives.PrinciplesApplication Attainment of a desired goal requires setting of learning tasks at an appropriate difficulty level.Assist learners by: - providing a variety of realistic and attainable goals - minimizing social pressure - making sure that the learners knows what to do and how to do it with the given lesson.Information regarding appropriate behaviors is associa-ted with better performance.Provide learners with feedback regarding their performance.Correct mistakes.PrinciplesApplicationObserving and imitating a model facilitates the initial acquisition of correct behaviors.Utilize exemplary models.Provide real-life representatio-nal and symbolic modelsUse deserving classmates as models6. Verbalizing pro-social values and behavior and reasoningabout them provide a conceptual basis for development. Assist learners in developing skills in - verbalizing prosocial values - discussing prosocial behaviorsPrinciplesApplication7. Rewards, directs and sustains attention and effort toward achieving the desired behavior. Reinforce desired behaviors.Give desired rewards.8. High stress and anxiety is associated with low performance, erratic conduct and personality disorders.Provide - supportive climate - success strategies - techniques to divert attention from failure - happy environmentAvoid - stressful procedures - reprimands - reinforcing wrong response - unrealistic requirements - undeserved punishment

Retention- occurs when learning have been incorpo-rated into the learners behavior patterns, retained and remembered.

Forgetting occurs when the brain trace which is the physical record of memory fadesaway.Conditions for Learning: RetentionConditions that Causes Forgetting1. Disuse this is a condition of deterioration of connections in the brain when not used.

2. Inference this is a condition when recall of certain information is inhibited by the presence of other information in memory. 3. Retroactive inhibition this is a condition when previously learned material is lost because it is mixed up with new and somewhat similar information.

4. Proactive inhibition - this is a condition when previously learned material is lost because it is mixed up with new and somewhat similar information.

Conditions for Learning: Retention5. Reorganization (distortion) this cause occurs when an individual does not learn well certain materials or new patterns when he hasto use it.

6. Motivated Forgetting occurs when theindividual decides not to remember.Conditions for Learning: RetentionTRANSFER OF LEARNINGConditions for Learning: Transfer of LearningTransfer of Learning

- is the application of knowledge learned in one situation to a new or different learning environment or situation. Theories of Transfer

Formal-discipline Theory is characterized whenthe faculties of mind such as memory, reason, will and imagination could be strengthened through practice.

2. Identical-elements Theory is characterized when the elements such as facts, skills, and methods present in the original learning situation must be present in the new learning.Conditions for Learning: Transfer of LearningTypes of Transfer of Learning

LATERAL TRANSFER occurs when the individual is able to perform a new task about the same level; e.g. solving word problems given in textbooks and later the same given on the board.

VERTICAL TRANSFER occurs when the individual is able to learn more advanced or complex skills, e.g., being able to multiply; being bale to read and write.

Conditions for Learning: Transfer of Learning3. Generalization Theory characterized by understanding of the relationships among facts, process, and principles become the bases of transfer.Conditions for Learning: Transfer of LearningReferences:Principles and Methods of Teaching pp. 92-96

http://www.slideshare.net/guestc456a9/motivation-4045920http://en.wikipedia.org/wiki/Transfer_of_learninghttp://www.health.harvard.edu/blog/7-common-causes-of-forgetfulness-201302225923