Chapter 1: Introduction to Teaching and

Learning
NATURE OF TEACHING
Thomas Risk
Direction of learning
Process of providing learning materials, activities, rituations, or
experiences enabling the learners to acquire learning
BECOMING AN EDUCATOR
Minister the needs of students at the same time expectations of
supervisors and parents
Lifetime occupation or just a first step
- Certain expectations
- Anticipated outcomes
- Conditions (feelings, opportunities, accomplishments,
forms of recognition)
TEACHING AS AN ART AND AS A SCIENCE
Art
Teaching: attractive, interesting, enjoying
Teaching techniques
Science
Laws and principles
Teaching and learning
THORNDIKES MAJOR LAW OF LEARNING
1. Law of Readiness
Ready to learn-> teaching is satisfying-> learns
When someone is ready to perform, to do is satisfying
When someone is ready to perform, not to do is annoying
When someone is not ready to perform, to do is annoying
The law of readiness is explained by the statement, "When an individual is
ready to act or to learn, he acts or learns more effectively and with greater

satisfaction than when not ready." Thus readiness is mental set which means
that a child can learn his lessons when he is inclined to work at them. It is the
most important duty of the teacher to develop in citizens a readiness to learn
their lessons.

2. Law of Exercise
-> Constant correct practice-> perfect learning-> permanent learning
-> learn by doing
3. Law of Use
- stimulus and response are strengthened
4. Law of Disuse
- stimulus and response are weakened
5. Law of Effect
Satisfying and pleasurable learning -> attend learning sessions
Response: satisfying state of affairs -> strengthened connections, high
learning
Annoying state of affairs -> weakened connections, low learning
According-to Thorndike, the principle of effect is the fundamental law of
teaching and learning. The law states that "When pleasant or satisfying
consequences follow or attend a response, the latter tends to be repeated.
When painful or annoying consequences attend a response it tends to be
eliminated." That is the bond between the situation and response
strengthens with satisfying results and weakens-with the displeasure and
discomfort.
An action which brings a feeling of pleasure is more effectively learnt,
whereas an action which brings a feeling of displeasure is not properly
learned. When an action is associated with a feeling of the annoyance the
individual tends to avoid it. If the child succeeds in doing a thing, in solving
problem, in working out a sum, he is pleased about his achievement and this
feeling of satisfaction motivates him to do better and make further efforts.
Success leads to further success and failure leads to further failures.

The system of prizes and punishment is based on this principle. It is therefore

necessary on the part of teachers to associate desirable things with pleasant
experience and undesirable things with unpleasant one. Since success and
failure play a very important part in learning, every child should be provided
with such learning situations that promotes success and satisfying feeling.
The child should also be kept away from such learning situations where his
feelings will be annoying and unsatisfying. Of course, in order to eliminate
bad habits, the child should be condemned or punished, which will give him
annoying experiences.

EDWARD LEE TED THORNDIKE

Theory of Connectionism: scientific foundation of modern
psychology
Connectionism is a learning theory based on the concept of bonds
formed between stimulus and response. That is natural connections
between situations (S) and responses (R) are formed and
strengthened. The stimulus affects the organism which responds to it.
Puzzle box: repetition (law of exercise)
METHODS OF TEACHING
-extent of participation of the teacher and learners
-Authoritarian
- teachers monopolize (lecture/chalk discussions)
- low participation of students
- Democratic
- maximum participation of students
-participatory
- recite, discuss, share, manipulate devices
DEVICE AND TOOL OF TEACHING
A. Device
- any means other than the subject matter
-directing students activities
-materials: visual, audio, or audio visual
-non materials:

B. Tool : any device, material or non-material things used in teaching

while tool seems to be more appropriate to refer to non-teaching
materials
PRINCIPLE OF TEACHING
-Teach: to make or to know how
: to give instruction
: to show how, train or accustom to some action
: to teach facts (fundamental truth)
CONTEXT OF TEACHING personal to more complex
Personal
Classroom
Organization
Sociopolitical
Professional

LEARNING
-acquisition of knowledge of all kinds, abilities, habits, attitudes, values
and skills
- outcomes of learning : knowledge, understanding, attitudes, values and
skills
-output of learning
- learning products
- response patterns
- adaptations
- adjustments
OUTCOMES OF LEARNING
A. Cognitive
: knowledge, and understanding of facts, ideas, concepts,
principles, , rules, meanings, definitions
: cognitive domain
B. Affective
: attitudes, appreciations, interests, ideals, values, likes, and
dislikes.

:affective domain
C. Psychomotor
: motor abilities, manipulative skills, bodily movements, vocal skills

LEARNING STYLES
Visuals
Musical/auditory
Verbal
Physical/kinesthetic
Logical/mathematical
Social
Solitary
TYPES OF LEARNING
1. Cognitive
-verbal
-associative learning
- relationship between words or ideas and their meaning
- between words and ideas and the things referred to
-relation of things or situations
-problem solving
-use critical thinking skills
-reflective, analytical, constructive, creative thinking
2. Attitudinal/ Affective
-Moral and spiritual values
-Aesthetic learning
-appreciation of what is good and beautiful
-noble traits of people
-Intellectual learning
-acquired by reading good classical literary pieces
-reading bible
3. Psychomotor

- muscles and bodily movements

-bodily movement coordination
-movement of coordination of different parts of the body
-physical education
-manipulative dexterity
-hands and feet
-precision and accuracy
- examples: titration set-up, operating spectrophotometer
4. Others:
-Congenital Learning withdrawal reflex
- Temporary Learning
-Permanent Learning

LAWS OF LEARNING
1. Primary
> Law of instinct nature to respond
> Law of readiness
> Law of exercise
- Law of recency : more recent -> better retention
- Law of disuse: no practice -> forgotten
- Law of frequency: more frequent -> more permanent
- Law of primacy: first performed -> remembered
2. Secondary/ Subsidiary
> Law of Trial and Success or Multiple Responses
- response when faced by new situations
> Law of Mindset
- condition of the mind at the time of response
>Law of Analogy
-same manner of reaction like situation from the past
> Law of Effect
- virtue of satisfaction
>Law of Piece-meal influence

-greater emphasis or attention to an element or attention

>Law of Gradual-Reaction Change

-simple and gradually working up to the more complex .

/ end of Chapter 1