Learning Principles by Sandra de Young 1.

Use several senses People retain 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they hear and see, 70% of what they say and 90% of what they say and do. Basing on this principle, learning is more likely to occur if clients are allowed to practice what they are being taught. 2. Actively involve the patients or clients in the learning process This principle relates to the teaching methods used, whether they are passive or active. Passive methods include lectures, videos and print materials. Active methods on the other hand, include discussion, role-playing , small group discussion, and question and answer. Learning is much enhanced if more active methods are used. 3. Provide an environment conducive to learning The room should have good lighting and temperature control and comfortable seating with enough space between seats. It should be free of unpleasant odors(mildew, mold, cigarette smoke and heavy perfumes) and signs of deterioration such as failing ceiling tiles, peeling paint, graffiti, and dirty carpeting. It should have adequate acoustics, that is no echo, and if it is a large space, a sound system should be present. Learning takes place best when people are comfortable and extraneous interference is kept to a minimum. Basing on my own experience, I say that I can easily learn in a classroom that is clean and fully furnished. I can easily think if the room is not noisy. I believe that environmental factors can create a big difference in the outcome of learning process. Learning takes place best when people are comfortable and distracting interference is minimized. 4. Assess the extent to which the learner is ready to learn People are able to learn only if they are emotionally, physically, spiritually, financially stable, and mentally fit. Clients readiness is not for us to dictate, I tis beyond our control. Assessment of clients readiness for learning is the first step in the educational process. It can be attained directly from the clients or their families. It can also be from variety of other sources such as charts or reports. Readiness assessment aims to provide information about what clients want to know and want to learn, their beliefs, family dynamics, housing situation, skills, educational attainment, fears or concerns about their current situation, or the effect of their condition on other. Moreover, through readiness assessment, we can also be able to know what they even don t want to learn. 5. Determine the perceived relevance of the information People generally are willing to learn what they know or see as being important to them. It is hard to teach something which doesn t interest the learner. The easiest way to determine what is important is to directly ask the learner. But keep on mindthat this may vary from person to person, depending on how ready they are to learn. 5. Determine the perceived relevance of the information People generally are willing to learn what they know or see as being important to them. It is hard to teach something whichdoesn t interest the learner. The easiest way to determine what is important is to directly ask the learner. But keep on mindthat this may vary from person to person, depending on how ready they are to learn. 6. Repeat information Repetition enhances learning. When new information is presented, it should be presented several times, in various ways. Like rewording the information, discussing the application of the information, and having the person provide a situation in which that information can be used. Repetition is particularly important when the information is complex or completely new to the learner. Information can be also be repeated throughout the educational session by referring back to material that was previously discussed or tackled about. 7. Generalize information. Information is more steadily learned if it is applied to more than one situation. Using a variety of examples and applying the information to specific situations in the client s life promotes learning and contributes to a better chance of compliance. 8. Make learning a pleasant experience. Learning is greatly enhanced if the learning experience is pleasant. This can be achieved through frequent encouragement and positive feedback. People enjoy learning and it is enhanced when obvious progress is being noted. Frequent recognition of accomplishment, even for seemingly small successes, can go long way toward a successful educational intervention. People strives for perfection if they know that their accomplishment is being noticed even in the smallest things they do in life. 9. Begin with what is known; move toward what is unknown. Presentation of information can be done in an organized way. It should begin with the basics or general information first and move toward new information, or that is unknown. Beginning with the simple form of ideas will enable the learners to expound their knowledge and will help them understand more complex information. Using this approach will contribute to a pleasant learning experience. 10. Present information at an appropriate rate. Presentation of new information should be presented at a rate tailored to the client. It depends on the client s knowledge level, a faster or slower pace may be necessary. If a new information is presented at a rapid pace it may cause the learners

to be frustrated. The pace of presentation may be affected by physical limitations of the client. For example, a client who isimpaired of hearing may need to lip read, and consequently may need the information to be presented at a slower rate. A client who is a medical student will be taught anatomy and physiology in an advanced and faster pace.

9. Be systematic. This means being consistent and organized with what you want to teach as an instructor. The syllabus given to the students should be strictly followed to avoid confusion. One should start with the basic information first before the complex ones to avoid commotion. 10. Be Steady. This means being firm with the set of rules and regulations. As a teacher we must follow and implement what we say. Everything that we say should reflect on what we do. We should say something that we are not capable of doing.