Reply to this post 300 words. apa 3 cites no older than 4 years old. Learning Principals Contiguity: In order for contiguity to occur a stimulus situation must take place at the same time as the de

Reply to this post 300 words. apa 3 cites no older than 4 years old.  

Learning Principals

Contiguity: In order for contiguity to occur a stimulus situation must take place at the same time as the desired response (Gagne, Wager, Golas, & Keller, 2005).  An example of contiguity in a learning situation would ben students classifying rocks.  Students in fourth grade are asked to sort a bag of rocks by the type of rock they are: sedimentary, igneous, or metamorphic.  The objective of the lesson is for students to correctly classify each rock in the bag.

Repetition: If repetition is to occur then the stimulus situation and response should be repeated in order to improve learning and increase retention (Gagne et al., 2005).  For instance, in fifth grade students who have not mastered their multiplication facts can use repetition to assist in the mastery and retention of those facts, so they are able to strengthen their math skills and helps them solve multi-digit multiplication and division problems with efficiency.  

Reinforcement: A new skill or strategy is strengthened when the act of learning is followed by recognition; reinforcement can be internal or external (Gagne et al., 2005).  An illustration would be when my students are working on a specific standard over a period of time and each assessment they pass at grade level proficiency then they are allowed to choose what recognition they would like to receive.  The recognition comes in the form of homework passes, special treats, or ten minutes of extra recess.

Social-Cultural Principals of Learning: The rate of instruction, use of illustrations, and mode of presentation are all factors that can be affected by a student’s social-cultural environment (Gagne et al., 2005).  There are three principals that come from social-cultural models and they are negotiated meaning, situated cognition, and activity theory.  In negotiated meaning one will see collaborative learning with practice, feedback, and reinforcement (Gagne et al., 2005).   In situated cognition there must be context and the learning must be seen as useful to the person learning, and the activity theory stats that learning occurs as the result of the activity in which the student participates (Gagne et al., 2005).  

All of the principals listed above are factors that educators must consider when creating their lessons and instruction for students (Gagne et al., 2005).  The external and internal factors all play an important part in students’ learning therefore teachers should take them into account when preparing to teach their students.

Learned Capabilities

Intellectual Skills: An example of using intellectual skills would be science fair experiments that our fifth-grade students complete at the beginning of each year.  The students must practice and apply the scientific method as well as apply the laws and principals of science to their experiment.  They have to complete multiple steps when following the scientific method as well as use problem solving skills.  

Cognitive Strategies: Currently, my school uses a program called iReady in which all students complete a diagnostic and then work on lessons that are specific to their assigned level.  Students are responsible for their own learning with this program because they are provided with a lesson which they complete and then they are assessed on the specific skill that they were assigned.  

Verbal Information: This type of learning is evident when students are able to state what they have learned (Gagne et al., 2005).  An example of this learning would be when students can share their learning in math.  They are able to explain how they solved a problem by using previously learned information along with the new skills they have just learned.

Attitudes: Students in classrooms today come with a wide variety of attitudes and they can develop from behaviors that are learned from home life and family members.  For instance, in a family where education and learning are not viewed as important then at school that student can portray a poor attitude toward learning because they have not learned about the value of education.  

Motor Skills: In elementary school the most obvious area where students use their motor skills is in P.E.  The coaches teach the students many different games that are focused on helping them move their bodies in such a way that they develop different motor skills through purposeful actions (Gagne et al., 2005).  

Reference

Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principals of instructional design. Belmont, CA: Wadswoth/Thomson Learning.