Report Principles and Strategies in Teaching -

1. TOPICS:
• Meaningful Learning Theory
as Applied in Classroom
Learning
• Conditions for Learning
a. Motivation
b. Retention
c. Transfer of Learning
By: CJ Fajilan

2. Meaningful Learning Theory
as Applied in Classroom Learning
1. Guide learners to remember information that
provide the basic building blocks of new learning
experiences.
2. Construct meaning by joining what is to be learned
to what has been experienced earlier.

3. Meaningful Learning Theory
as Applied in Classroom Learning
3. Use meaningful memory strategies.
4. Present every lesson that makes sense to the
learners.
5. Build new associations with familiar
experience and vocabulary.

4. Meaningful Learning Theory
as Applied in Classroom Learning
3. Provide plenty of “wholesome” learning
experiences through casual connections,
comparisons, and illustrations.

5. Conditions of Learning
a. Motivation
b. Retention
c. Transfer of Learning

7. Conditions for Learning
Motivation
– 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.

8. Conditions for Learning: Motivation
Two 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.

9. Principles of Motivation as Applied
in Classroom Teaching
Conditions for Learning: Motivation
Principles Applications
1. The learner’s 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.

10. Principles Application
3. 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.
4. Information regarding
appropriate behaviors is associa-
ted with better performance.
Provide learners with feedback
regarding their performance.
Correct mistakes.

11. Principles Application
5. Observing and imitating a
model facilitates the initial
acquisition of correct behaviors.
Utilize exemplary models.
Provide real-life representatio-
nal and symbolic models
Use deserving classmates as
models
6. Verbalizing pro-social values
and behavior and reasoning
about them provide a conceptual
basis for development.
 Assist learners in developing
skills in
- verbalizing prosocial values
- discussing prosocial
behaviors

12. Principles Application
7. Rewards, directs and sustains attent
ion 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 environment
 Avoid
- stressful procedures
- reprimands
- reinforcing wrong response
- unrealistic requirements
- undeserved punishment

14. Retention
- occurs when learning have been incorpo-
rated into the learner’s behavior patterns,
retained and remembered.
Forgetting occurs when the brain trace
which is the physical record of memory fades
away.

15. Conditions for Learning: Retention
Conditions that Causes Forgetting
1. 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.

16. 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: Retention

17. 5. Reorganization (distortion) – this cause
occurs when an individual does not learn well
certain materials or new patterns when he has
to use it.
6. Motivated Forgetting – occurs when the
individual decides not to remember.
Conditions for Learning: Retention

18. • TRANSFER OF LEARNING

19. Conditions for Learning: Transfer of Learning
Transfer of Learning
- is the application of knowledge
learned in one situation to a new or different
learning environment or situation.

20. Theories of Transfer
1. Formal-discipline Theory – is characterized when
the 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 Learning

21. Types 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 Learning

22. 3. Generalization Theory – characterized by
understanding of the relationships among
facts, process, and principles become the
bases of transfer.
Conditions for Learning: Transfer of Learning

23. References:
• Principles and Methods of Teaching pp. 92-96
• http://www.slideshare.net/guestc456a9/motivation-404
5920
• http://en.wikipedia.org/wiki/Transfer_of_learning
• http://www.health.harvard.edu/blog/7-common-causes-
of-forgetfulness-201302225923