Learning Theory: Step 3

Choosing appropriate activities within an instructional environment is crucial to successful student learning, and should be made only after the intended outcomes (see Step 2) have been determined. However, to choose appropriate activities, you must understand how students learn. How do they learn the outcomes that you have selected? The answer to this question should determine the activities chosen for the course.

Too often educators resort to choosing activities based on how they were taught. If these are foundational activities that support how people learn your stated objectives then use them. It is essential to probe deeper into how people learn in order to uncover the best methods of stimulating learning.

In summary, we often forget to ask one simple question, "How do people learn what I am trying to teach?" The learning theory and learning activities implemented should match the outcomes, goals, and objectives of the course.

Principles of Learning:

1. The instructor must determine where students are in their knowledge and introduce the subject at an appropriate level of difficulty.
   
   

2. Students have developed learning preferences. It is important that students learn in ways that they do not prefer as well as ways they prefer. Knowing preferences will help determine how to structure activities to include the use of all learning preferences.
   
   

3. Some students are intrinsically motivated while others are extrinsically motivated. This is both task dependent and may also be a general trait. It is necessary to find out the student's motivation level with regards to the specific subject area and task, and provide incentives in the areas where internal motivation is low and reinforcement for internal motivation.
   
   

4. All students are curious about certain things but not about everything. The instructor must facilitate the building of students' curiosity in the course since interest in a subject fosters learning of material related to that subject.
   
   

5. Goal directed behavior is very important in learning. It is important to have students participate in the setting of goals and objectives for the course.
   
   

6. Feedback is an essential part of learning. Students need timely feedback to determine how they are doing and what they need to do to improve their performance.
   
   

7. Distributed practice in skill learning is more efficient than a lot of practice at one time. Learning is enhanced when are given short practice sessions in order to develop a particular skill.
   
   

8. Each student does not need the same amount of practice. As a result practice should be individualized to meet student need.
   
   

9. All human beings crave novelty. Too much novelty is overwhelming. Require practice of skills in novel applications. Use familiarity and novelty in judicious amounts.
   
   

10. Students' performance is assisted by students' knowledge and intelligence and good instruction. One compensates for the other. Your instruction must be better if your students are lacking in intelligence or a knowledge base.
    

Instructional and audience analyses clarify the specifics of instruction and audience needs that lead to the formulation of instructional goals and objectives. The identification and description of learning goals and objectives provide a foundation for the delivery and assessment of an instructional event. Learning goals serve as an implied contract between the instructor and students, defining what is to be taught and what is to be learned. Communication of learning goals is a crucial step to facilitate any effective learning experience.