NE-MIDTERM

We need to consider individual differences. No two people learn exactly at the same place. Learning can only be individual.

• principle of individuality

• Principle of Participation-

• principle of contract

the learner needs to be involved in the active process through which behavior changes, learners must become personally involved.

• principle of individuality

• Principle of Participation-

• principle of contract

Find out what the individual already knows and to what past experience the present situation can be related.

• principle of individuality

• Principle of Participation-

• principle of contract

If the teacher accepts the premise that learning means changed behavior, he must appraise the learner’s progress toward the pre-determined goal

• principle of appraisal

• Principle of usefulness

• principle of contract

This is a process that must move form a point of contact that reflects the learner’s knowledge to a desired outcome.

• principle of appraisal

• Principle of usefulness

• principle of contract

active involvement of learners in identifying their own needs.

• . Stages of behavior change.

• Active involvement

• Variety

A range of specific interventions is likely to be effective.

• . Stages of behavior change.

• Active involvement

• Variety

Behavior change must be seen as a process raising awareness of motivation does not automatically result in behavior change.

• . Stages of behavior change.

• Active involvement

• Variety

. More than one channel of influence should be used to provide consistent messages from several sources.

• multiplicity

• choice

• discussion

Learing aims mainly at knowledge. The material to be learnt is more important thn personal experience and reactios

• model of learning

• facilities targeted

• General methodological principles