Teaching Principles - Teaching Excellence & Educational Innovation Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. The following small but powerful set of principles can make teaching both more effective and more efficient, by helping us create the conditions that support student learning and minimize the need for revising materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often saves time and energy later on. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.When we teach, we do not just teach the content, we teach students the content. Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities.Taking the time to do this upfront saves time in the end and leads to a better course.
Principles of learning Educational psychologists and pedagogues have identified several principles of learning, also referred to as laws of learning, which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively. The majority of these principles are widely applied in aerospace instruction, and some in many other fields, as outlined below: Readiness Readiness implies a degree of concentration and eagerness. Exercise Effect The principle of effect is based on the emotional reaction of the student. One of the important obligations of the instructor is to set up the learning situation in such a manner that each trainee will be able to see evidence of progress and achieve some degree of success. Primacy The student's first experience should be positive, functional, and lay the foundation for all that is to follow. Recency Intensity
Principles of Learning and Teaching P-12 and the Components <div class='noindex'>You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page.</div> Turn on more accessible mode Skip Ribbon Commands Skip to main content Emergency Closures Teacher Support Resources Principles of Learning and Teaching P-12 and the Components The Principles of Learning and Teaching P-12 and their components This page lists the six Principles and their associated components. Students learn best when: The learning environment is supportive and productive.In learning environments that reflect this principle the teacher: 1.1) builds positive relationships through knowing and valuing each student 1.2) promotes a culture of value and respect for individuals and their communities 1.3) uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4) ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
What Are The Key Principles Of Learning I Should Be Aware Of? Learning is a very complex topic, eg when a psychologist talks about 'learning' he can be referring to any type of behaviour from simple arithmetic to designing a computer system. Therefore the learning theories you find in textbooks are attempts to analyse and explain very broad areas of human experience. However, our concern here is with only ONE kind of learning - classroom learning. The principles of learning we cover in this paper are limited in scope to this particular type of behaviour - how people learn in the formal training situation. These principles of learning have been derived from research, experiment and experience. SCOPE OF COURSE Training (and education) is the application of these general principles to a particular learning situation. 1 Feedback2 Active Learning3 Reinforcement4 Meaningful Material5 Multiple Sense Learning6 Overlearning7 Primary And Recency Rules for the training room: The simplest expression of this idea is: We learn by doing. experience.
Teaching, Learning and Assessment Principles - K-10 Assessment Outline The Principles of Teaching, Learning and Assessment focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The principles assist whole-school planning and individual classroom practice. It is essential, therefore, to ensure that there is a shared understanding of them within particular school communities and a collaborative effort to implement these principles in ways appropriate to individual schools. Learning experiences should enable students to observe and practise the actual processes, products, skills and values that are expected of them. Students should have the opportunity to engage fully with the concepts they are expected to develop; observe people engaged in the processes which they are to learn; and encounter examples of high-quality products of those processes, so they can see what it is they are aiming to achieve. Learning is likely to be enhanced when students engage actively with the task at hand.
Teaching and Learning Principles « Show Me WOW! “I strongly believe that both teaching and learning should be joyful and effective.” says Chris Lawrence. The Learning Manager The teacher should become a learning manager, whereby the pupils learn to teach themselves. The teacher should not tell children to “Learn your spellings!” “Improve your handwriting!” without giving them opportunities to learn how! We all learn differently. Learning should be fun Lessons should be not too easy and not too hard. Even on exciting days like fancy dress day, children need some time to be quiet and reflective, but not bored! Children learn best with their bodies (kinaesthetic learning) They learn by: doing, moving, rolling, jumping, crawling, shaking, running, building, stroking. Children need physical things like fresh air and water! Learners need fresh air. In warm climates, move cupboards away from blocking air vents, and in cold climates open windows. Learners need to have water to drink. Allow easy access to drinks. but NOT fizzy drinks!
Principles of Learning | Institute for Learning The Principles of Learning are condensed theoretical statements summarizing decades of learning research. They are designed to help educators analyze the quality of instruction and opportunities for learning that they offer to students. Organizing for Effort An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort, to send the message that effort is expected and that tough problems yield to sustained work. Clear Expectations If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. Fair and Credible Evaluations If we expect students to put forth sustained effort over time, we need to use assessments that students find fair; and that parents, community, and employers find credible. Recognition of Accomplishment
Seeing Learning » Brain/Mind Principles The principles are summarized below. The 12 brain/mind learning principles were first published in Educational Leadership in 1990, and then expanded in depth in our best selling book, Making Connections: Teaching and the Human Brain (1991, 1994). They provided the foundations for what was called brain based learning and is now better known as natural learning. The principles have been largely confirmed by research over the last two decades. Read some of our publications to see the development and applications of the principles over time The Model>Principles of Learning: Summary The latest gains in the field of brain research cast a new light upon the learning process, which impacts curriculum design, teacher preparation, and classroom practices (Bransford, Brown, & Cocking, 1999). The model we have developed to illustrate the Principles of Learning, which we consider to have a significant influence upon knowledge acquisition, skill enhancement and competence development when applied to both classroom settings and communities, has evolved from developments in the study of learning. Knowing how humans learn has helped us design the model we propose, which demonstrates the practical applications of research into educational settings. A variety of research approaches and techniques have been developed that seek to alter the old conceptions about learning and focus on learning with understanding. First and foremost, the student is Actively Involved and participates in his or her instruction.
12 Principles Of Mobile Learning 12 Principles Of Mobile Learning by Terry Heick Ed note: This post has been updated and republished from a 2012 post Mobile Learning is about self-actuated personalization. As learning practices and technology tools change, mobile learning itself will continue to evolve. For 2016, the focus is on a variety of challenges, from how learners access content to how the idea of a “curriculum” is defined. It is only within these communities that the native context of each learner can be fully understood. 1. A mobile learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. 2. As mobile learning is a blend of the digital and physical, diverse metrics (i.e., measures) of understanding and “performance of knowledge” will be available. 3. The cloud is the enabler of “smart” mobility. 4. Transparency is the natural byproduct of connectivity, mobility, and collaboration. 5. 6. 7. 8. With mobility comes diversity. 9.
Principles of Learning and Teaching - Trinity Catholic College Our community is committed to excellence in learning and teaching in our contemporary world, and our consistently strong academic results speak for themselves. Our Principles of Learning and Teaching capture our belief that quality student learning is motivating, deep, communal and contextualised. It is our intention that our students are hopeful, engaged, resourceful and disciplined. It is these aims that inform our daily work. These principles were determined by a process of consultation that involved all stakeholders, including staff, students, and parents. This process identified that effective learning is: The process also identified the ideal student as: Hopeful – filled with optimism and faithfulness.Engaged – in their studies and the wider community.Resourceful – in their approach to study, and college involvement.Disciplined – in their desire to achieve their personal best.
8 Powerful Principles for Learning | Be Awesome [Click here to listen to the podcast of this post.] This week at work I was reviewing a video of a colleague, Rhys Cassidy presenting at a recent PechaKucha event in Brisbane. Rhys is a high school teacher here in Brisbane and is one of the many incredibly talented and passionate people I’ve had the privelege of getting to know in the last year and a bit. In his presentation Rhys shared this awesome quote from Bruce Lee and it got me thinking about the idea of learning and how when we talk about personal growth, we are really talking about a process of personal, perpetual learning. I’ve experienced this for myself. It’s a real spin out how much of my life now revolves around learning, and so in this context, I want to share a collection of eight powerful principles that I’ve discovered for learning: 1. Any teacher will tell you that it is impossible to teach a student who is not interested or thinks they already know everything (remember high school?!). 2. 3. 4. 5. 6. 7. 8. Like this:
Research-Based Learning Principles - Joseph Jay Williams Meta-discussion of Learning & Education Research Willingham, D. T. (2012). When can you trust the experts: How to tell good science from bad in education. Wiley. [Google Books] Koedinger, K. APS Observer - Toward the Tipping Point - Grover Whitehurst, IES APS Observer, How We Learn, Hal Pashler Schoenfeld, A. Articles on specific topics Transfer: Explicitly think about the situations and problems that the knowledge being gained has to transfer and generalize to. Intuitively, we often seem to think of learning as adding information to a bucket – facts and concepts go in, and get retrieved later. Bransford, J. Mestre, J. Barnett, S. Mindset: Teach a growth mindset of intelligence to boost motivation and learning. One of the most effective ways to improve learning may not stem from a direct focus on learning, but instead by changing people's implicit underlying assumptions about whether intelligence is a quality that is fixed, or a quality that is malleable and can grow. Dweck, C.S. (2008).