Basic Principles of Learning for

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

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 Knowledge -- organizations of information that allow for critical and creative thinking Wisdom -- appropriate application of information and knowledge based on personal experience Episodic -- time-sequenced information based on personal experience Procedural -- "how to" knowledge and skills Imagery -- pictorial representation and organization; must connect to declarative
Social Learning	Learner viewed as observer reactor Modeling and imitation are important learning experiences Combination of information processing and operant conditioning Attention Retention Reproduction Motivation
Constructivism	Social (Vygotsky & Dewey) Learner viewed as apprentice Provide opportunity for learners to engage in authentic tasks Identify individual’s zone of proximal development for specific learning tasks Language is critical for thinking Provide mediation and scaffolding during teaching/learning process Social signs and symbols first processed holistically and then personally modified Important to have correct worldview that is presented to students Cognitive (Piaget & Bruner) Learner viewed as inquirer Create disequilibrium (primary influence or energy source for initial action) Expect qualitative changes in thinking and knowing Provide hands-on experiences especially for younger students Systematically address movement from concrete to formal operations
Humanistic	Learner viewed as autonomous agent Affect and valuing are as important as knowledge and cognitive processing skills Emotional attraction is key concept Subjective, personal viewpoint is important for guiding one’s own learning Encourage identifying personal aspirations and setting of personal goals Encourage personal choice of learning activities Allow for variety of ways to demonstrate learning
Social Cognition	Learner viewed as embedded or situated agent Reciprocal determination is basic principle of relationships among influencing factors Environment Personal attributes Behavior Provide opportunities of social interactions while learning Self-efficacy (It can be done; I can do it) best developed with successful experience; modeling/imitation and social persuasion are less effective Self-regulation, conation, and volition Vision, mission, goals Action plans Commitment and perseverance Self-reflection and evaluation Adjustments of activity
Connectivism	Learner viewed as node in network Knowledge assumed to lie in network, not in individual Provide opportunities to connect to, engage with, and create virtual networks Provide opportunities for learners to describe characteristics and practices that lead to the development of networks