1. PRINCIPLES OF
LEARNING
Reported by: Group II
Julie Ann Abadiano
Edward Asadon
Jennifer Chua
Renz Julius Javillo
Patricia Lorenzo

2. PRINCIPLES OF LEARNING
The principles of learning provide additional insight
into what makes people learn most effectively. The
principles have been discovered, tested, and used in
practical situations.
Edward Thorndike has developed the first three laws
of learning and three more had been added ever since.

3. EDWARD THORNDIKE
PSYCHOLOGIST
(1874-1949)

4. THORNDIKE’S FIRST THREE
LAWSLaw of readiness – implies the degree of
preparedness and eagerness to learn.
Law of exercise – things that are most often
repeated are best remembered.
Law of effect – based on the emotional reaction
and motivation of the student. Learning is
strengthened with pleasant or satisfying feeling
while unpleasant feelings tend to do otherwise.

5. THE ADDITIONAL THREE LAWS
Law of primacy – learning should be done correctly
for the first time since it is difficult to “unlearn” or
change an incorrectly learned material.
Law of recency – things that are most recently
learned are often best remembered.
Law of intensity – the more intense something is
taught, the more likely it will be retained.

6. EDUCATIONAL IMPLICATIONS
Learning by doing is a good advice.
One learns to do what one does.
The amount of reinforcement necessary for learning
is relative to the students’ needs and abilities.
The principle of readiness is related to the learners’
stage of development and their previous learning.
The students’ self-concept and beliefs about their
abilities are essentially important.
Teachers should provide opportunities for meaning
and appropriate practice.

7. EDUCATIONAL IMPLICATIONS
Transfer of learning to new situations can be horizontal
(across subject matter) or vertical (increased complexity of
the same subject).
Learning should be goal-directed and focused.
Positive feedback, realistic praise, and encouragement are
motivating to the teaching learning process.
Metacognition is an advanced cognitive process whereby
students apply learning strategies and also helps them
sense if they are learning or not.