Basic Principles of Learning for Classroom Teaching
Organizing Concepts of Learning from Educational Psychology
William G. Huitt
Citation: Huitt, W. (2012). Basic principles of learning for classroom teaching: Organizing concepts of learning from educational psychology. Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved [date] from http://www.edpsycinteractive.org/topics/summary/basic-principles-learning.html
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Learning Theory Basic Principles
Operant
Conditioning
Learner viewed as reactive adaptor
Pay attention to observable behavior
Identify desired outcomes (target behaviors)
Connect to beginning circumstances
Perform task analysis and backwards planning
Develop baseline data of present performance
Feed what you want to grow (reinforcement)
Starve what you want to die (ignore; extinction)
Shape behavior through reinforcement of partially appropriate behavior
Minimal, selective use of punishment and response cost; look for opportunities to turn these into negative and positive reinforcement
Appropriate for impacting classroom instruction and management
Information Processing
Learner viewed as information processor
Three critical processes
Attention
Repetition
Elaboration
Use it or lose it—even though information is stored in long-term memory, retrieval unlikely to occur without periodic processing
Most likely to process information in same manner as it was encoded
Use Bloom et al.’s taxonomy (or Anderson & Krathwohl revision) for designing learning activities (Levels of elaboration)
Knowledge
Comprehension
Application
Analysis
Synthesis & Evaluation
Provide opportunities to impact knowledge structure and organization
Declarative
Semantic
Data -- independent statements of facts
Information -- organizations of data that allow for grouping, categorization, explanation of meaning