- When the subject matter to be learned possesses meaning, organization and structure that is clear to students, learning proceeds more rapidly and is retained longer.
- Readiness is a prerequisite for learning. Subject matter and learning experiences must be provided that begin where the learner is.
- Students must be motivated to learn. Learning activities should be provided that take into account the wants, needs, interest and aspirations of students.
- Students are motivated through their involvement in setting goals and planning learning activities.
- Success is a strong motivating force.
- Students are motivated when they attempt tasks that fall in a range of challenge such that success is perceived to be possible but not certain.
- When students have knowledge of their learning progress, performance will be superior to what it would have been without such knowledge.
- Behaviors that are reinforced (rewarded) are more likely to be learned.
- To be most effective, reward (reinforcement) must follow as immediately as possible the desired behavior and be clearly connected with that behavior by the student.
- Directed learning is more effective than undirected learning.
- To maximize learning, students should “inquire into” rather than be “instructed in” the subject matter. Problem-oriented approaches to teaching improve learning.
- Students learn what they practice.
- Supervised practice that is more effective occurs from functional educational experience.
| Summarized from: Newcomb, L. H., McCracken, J. D., & Warmbrod, J. R. (1993). Methods of Teaching Agriculture
(Chapter 2). Danville, IL: Interstate Printers and Publishers, Inc. |
