PRINCIPLES AND THEORIES OF LEARNING AND MOTIVATIONI. LearningLearning- involves the acquisition of new elements of knowledge, skills,beliefs and specifc behavior, may mean one or more of all these things:- The act of gaining knowledge (to learn something the knowledge gained by virtue of that act (that !hi"h is #no!n the process of gaining knowledge (learning ho!-$anner an% Cannon &''(- !t is an ongoing process of continued adaptation to our environment, assimilation of new information and accommodation of new input to ft prior knowledgeLearning TheoriesThey are sets of con"ectures and hypothesis that e#plains the process of learning or how learning takes placePrin"i)les o* Learning Learning a by doing is more e$ective than "ust sitting and listening %oncepts should be presented in varied or di$erent ways Learning is aided by formulating and asking questions &$ort is put forth when tasks are challenging The principle of readiness is related to the learners' stage of developmentA. $eha+ioral, Learning Theor- !t operates on a principle of()timulus-*esponse+ ,refers to concentrate on actual or observable behavior&. I+an Petro+i"h Pa+lo+.s Classi"al Con%itioning %lassical means (in the established manner+ !ndividual learns when a previously neutral stimulus is repeatedly paired with an unconditional stimulus until a neutral stimulus evokes a conditioned responsePhase I/ $EFORE CONDITIONING HAS OCC0RREDPHASE II/ THE PROCESS OF CONDITIONING-*!&.T!./*&),-.)&0%*()1L!21T!-.

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AFTER CONDITIONING HAS OCC0RRED 0nconditioned stimulus-automatically produces an emotional or physiological response8 0nconditioned response- natural occurring emotional or physiological response .eutral stimuli- stimuli that does not elicit a response %onditioned stimulus- evokes an emotional or physiological response after being conditioned %onditional response- learned response to a previously neutral condition 9eatures of classical conditioning :8 )timulus-/enerali;ation- responding the same way to a similar stimulits/ MaDor Le+els:8 Mi"ros-stem ? innermost level ? contains the structure that has directcontact with child8imal De+elo)ment ?FPD@- /ap between actual and potential development8 1ctual development ? what children can do on their own ,otential development ? what children can do with help S"a=ol%ing ? %ompetent assistance or support through mediation of the environment (signifcant others in which cognitive, socio-emotional and behavioral development can occur8 Da+i% ;ol4.s Learning St-les Learning St-les ? are tools utili;ed by learners to cope and ad"ust to the learning environment 9our Learning )tyles Learning St-les&. Con+ergers ? rely on abstract conceptuali;ing and e#perimenting- They like to fnd specifc, concrete answers and move quickly to solution- 0nemotional,since they prefer to deal with things rather than with people E%3"ational Im)li"ations Teacher should provide learning tasks that have specifc answers like numbers and fguresBunits81. Assimilators ? rely most on abstract conceptuali;ing and reAective observation E%3"ational Im)li"ations Teacher should provide learning tasks that call for integration of materialsBsituational activities2. Di+ergers ? rely on concrete e#perience and active participation7 /enerate ideas and en"oy working with people E%3"ational Im)li"ations Teacher should provide group activities since learners en"oy working in groups86. A""ommo%ants ? rely on concrete e#perience and active e#perimentation7 *isk ? taking, action oriented, adoptable in new situations8 E%3"ational Im)li"ations Teacher should provide learning tasks that call for hands-on approach8 T-)es o* Learners,Per"e)t3al Channel E%3"ational Im)li"ations,Learning Pre*eren"es &. A3%itor- learners- prefer to learn by listeningBauditory perceptual channel Lecturing is the teaching approach that works best for them songsBpoems are useful and e$ective learning tools 1. Vis3al learners- prefer print materialsBvisual perceptual channel readingBresponding to visual cues, such as the chalkboard ortransparencies te#tbooks and pictures are useful and e$ective learning tools 2. Ta"tile learners- like to manipulate ob"ectsBtactile perceptual channel hands-on or laboratory methods of learning are most appropriate for learners tracing diagrams or using te#ture e#amples 6. ;inestheti" or !hole 4o%- learners- like to learn through e#periential activitiesBkinesthetic perceptualchannel simulations, e#ploratory activities and problem solving approach of teaching pacing or dancing while learning new materials II. MOTIVATION Moti+ation7 1n internal state or condition (something describes as a need, desire or want that serves to activate or energi;e behavior and give it direction8 T!o ;in%s o* Moti+ation: &. E>trinsi" Moti+ation- when students work hard to win their parents' favor, gain teachers' praise or earn high gradesC their reasons for work and study lie primarily outside themselves- is fuelled by the anticipation and e#pectation of some kind of payo$ from an e#ternal source 1. Intrinsi" Moti+ation- when students study because they en"oy the sub"ect and desire to learn it, irrespective of the praise won or grades earnedC the reasons for learning reside primarily inside themselves- fuelled by one's own goal or ambitions Prin"i)les o* Moti+ation the environment can be used to focus the student's attention on what needs to be learned incentives motivate learning internal motivation is longer lasting and more self-directive that is e#ternal motivation, which must be repeatedly reinforced by praise concrete rewards learning is most e$ective when an individual is ready to learn, that when one want to know something motivation is enhanced by the way in which the instructional material organi;ed Theories o* Moti+ation &. Dri+e Theor- ?Clar# H3ll@ drive is a condition or arousal on tension that motivates behavior drives most typically have been considered to involve physiological survival needsC hunger, thirst, sleep, pain, se# a drive results from the activation of a need need- a physiological defciency that creates condition of disequilibrium in the body 1. Sel*7eG"a"- ?Al4ert $an%3ra@ Sel*7eG"a"-- it is the belief that one has capabilities to e#ecute the courses of actions required to manage prospective situations8 0nlike eJcacy, which is the power to produce an e$ect (in essence competence self- eJcacy is the belief (whether or not accurate that one has the power to produce that e$ect Sel*- eJcacy relates to a person's perception of hisBher ability to reacha goal while, self-esteem relates to a person's sense of self-worth 2. Sel*7Determination (&87eci Sel*7%etermination7 comes from the sense of autonomy that a person has when it comes to things that he does and the choices he makes8 Tasks for a long period of time To think meaningfully and creatively about those tasks To e#perience pleasure in ones activities To achieve at higher level 6e have the capacity to take risks or challenges that can enrich our lives and develop ourselves more 6. E>)e"tan"ies an% Val3es ?At#inson@ 3otivation to perform is a$ected by two variables pectancy- people must believe than they can accomplish a task8 That is, they should have e#pectancy about what they want to achieve8 2alue- they should be place an importance or value in what they are doing