Principles of Teaching and Learning

Research has identified a series of principles that guide field agents and instructional staff in planning and conducting educational programs. These principles are categorized into five major areas: Organization and Structure of Subject Matter, Motivation, Reward and Reinforcement, Techniques of Instruction, and Transfer of Learning. Organization and Structure of Subject Matter is critical in facilitating learning. When subject matter is organized and structured in a clear and meaningful way, learning proceeds more rapidly and is retained longer. Field agents should have a plan for the program to be delivered and a plan for instruction, taking into account the readiness and background of the learners. This approach enables farmers and other participants to learn more and retain the information longer. Motivation is a key factor in learning, and learners must be motivated to learn. Learning activities should be provided that take into account the wants, needs, interests, and aspirations of the learners. Field agents need to address the local situation of the participants and use their experiences and situations in planning and conducting workshops. Motivation is strongest when learners perceive that learning can be useful, and learners are motivated through their involvement in setting goals and planning learning activities. Reward and Reinforcement are essential in promoting learning. When learners have knowledge of their learning progress, performance will be superior to what it would have been without such knowledge. Field agents should provide periodic checks on how farmers are implementing change to reinforce learning and encourage additional participation in learning activities. Behaviors that are reinforced are more likely to be learned, and reward must follow as immediately as possible the desired behavior and be clearly connected with that behavior. Techniques of Instruction are critical in facilitating learning. Directed learning is more effective than undirected learning, and learning is an active rather than a passive process. Participants learn more when they are actively engaged in their own learning, and instructors must utilize active learning strategies to help make learning an active process. Field agents should provide opportunities for learners to practice and apply what they have learned, and repetition without indications of improvement is a poor way to attempt to learn. Transfer of Learning is essential in ensuring that learning is applied in real-life situations. Learning is most likely to be used if it is learned in a situation as much like that in which it is to be used as possible and immediately preceding the time when it is needed. Field agents should teach concepts that are generalizable and applicable to the learners' situations, and learners can learn to transfer learning, therefore, teachers must teach for transfer. The principles of teaching and learning outlined in this document provide a framework for field agents and instructional staff to design and deliver effective educational programs. By understanding these principles, field agents can create learning environments that are conducive to learning, motivate learners, and promote the transfer of learning to real-life situations.