Next Steps - Additional Principles of Learning (Article)

I am writing this blog post in an effort to direct our thinking and work on additional principles of learning. Take a look at this article "Science support learning: The behavioral research base for psychology's top 20 principles for enhancing learning and teaching."  Here is the abstract...

Abstract: Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological Association’s Coalition for Psychology in Schools and Education, of the “Top 20 Principles from Psychology for PreK-12 Teaching and Learning.” Also noted are the major implications for educational practice that follow from the principles.

Here is a list of the principles that they identified.

Principle 1: Students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning 

Principle 2: What students already know affects their learning 

Principle 3: Students’ cognitive development and learning is not limited by general stages of development 

Principle 4: Learning is based on context, so generalizing learning to new contexts is not spontaneous, but rather needs to be facilitated 

Principle 5: Acquiring long-term knowledge and skill Is largely dependent on practice 

Principle 6: Clear, explanatory, and timely feedback to students Is important for learning 

Principle 7: Students’ self-regulation assists learning and self-regulatory skills can be taught 

I couldn't locate Principle 8. (help anyone?)  

Principle 9: Students tend to enjoy learning and perform better when they are more intrinsically than extrinsically motivated 

Principle 10: Students persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals 

Principle 11: Teachers’ expectations about their students affect students’ opportunities to learn their motivation, and their learning outcomes 

Principle 12: Setting goals that are short term (proximal), specific, and moderately challenging enhances motivation more than establishing goals that are long term (distal), general, and overly challenging 

Principle 13: Learning is situated within multiple social contexts

Principle 14: Interpersonal relationships and interpersonal communication are critical to both the teaching–learning process and the social–emotional development of students

Principle 15: Emotional well-being influences educational performance, learning, and development

Principle 16: Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction

Principle 17: Effective classroom management is based on (1) setting and communicating high expectations, (2) consistently nurturing positive relationships, and (3) providing a high level of student support

Principle 18. Formative and summative assessments are both useful, but they require different approaches

Principle 19. Students’ skill and knowledge should be assessed with processes that are grounded in psychological science and that have provided well-defined standards for quality and fairness

Principle 20. Good use of assessment data depends on clear, appropriate, and fair interpretation

This article will be food for thought for next weeks class.