The Principles of Teaching and Learning Adapted from Newcomb, McCracken, and Warmbrod Methods of Teaching Agriculture

What is a “principle” Webster defines it as: a comprehensive and fundamental law, doctrine, or assumption; an ingredient that exhibits or imparts a characteristic quality.

Principle One When the subject matter to be learned possesses meaning, organization, and structure that is clear to the students, learning proceeds more rapidly and is retained longer.

Principle Two Readiness is a prerequisite for learning. Subject matter and learning experiences must be provided that begin where the learner is.

Principle Three Students must be motivated to learn. Learning activities should be provided that take into account the wants, needs, interests, and aspirations of the students.

Principle Four Students are motivated through their involvement in setting goals and planning learning activities.

Principle Five Success is a strong motivating force.

Principle Six 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.

Principle Seven When students have knowledge of their learning progress, performance will be superior to what it would have been without such knowledge.

Principle Eight Behaviors that are reinforced (rewarded) are more likely to be learned.

Principle Nine 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.

Principle Ten Directed learning is more effective than undirected learning.

Principle Eleven To maximize learning, students should inquire into, rather than be instructed in the subject matter. Problem-oriented approaches to teaching improve learning.

Principle Twelve Students learn what they practice.

Principle Thirteen Supervised practice that is most effective occurs in a functional education experience.

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