The Learning Principles!

Learning Is Not Necessarily an Outcome of Teaching.
Emotional research reveals that even with what is considered to be good advice, many students, understand less than we think they do. With firm determination, students taking an examination are commonly able to identify what they have been asked for or what they have read, however, often shows that their understanding is finite or gnarled, if not wrong. This advice us that selfishness is necessary in setting out educational goals.
Students Learning Is Influenced by Their Own Ideas.
People have to construct their own meaning regardless of how clearly teachers or books nourish them. Mostly, a person does this by gathering new information and facts. Concepts are the essential units of person’s thought that do not have multiple connections with how a student thinks about the world are not likely to be remembered or useful. Or, if they remain in memory, they will be wrapped away in a drawer labeled. Say, and will not be available to affect thoughts about the aspects world. Concepts are learned in beast way when they are experienced in a variety of circumstances and expressed in several ways, for that ensures that there are great chances for them to become imbrued in a student's knowledge system.
Learning Progression is generally concrete to the Abstract.
Youngsters learn more actively about things that are concrete and directly accessible to their senses with experience, they grow in their ability to understand abstract concepts, reason logically, and generalize. These skills develop by time, and most of the people are addicted on concrete examples of new ideas and pre exists throughout life. Such experiences are most effective in learning when they happen in the context of some relevant conceptual structure.
Practice Makes You Learn Well.
If students are supposed to utilize ideas in novel situations, then they should practice applying them in novel situations. If only calculating answers is practiced to understand exercises or “word problems," then this is what they are supposed to learn. Similarly, students can’t learn to think critically and analyze information, or can’t make logical arguments, unless they are allowed and encouraged to do those things over many contexts.

Feedback is required for Effective Learning.
The repetition of tasks by students either manual or intellectual is unlikely leads to improved and better skills. Learning takes place in the best way when students have opportunities to express ideas. But feedback is most helpful to learners it contains more than the provision of correct answers. Feedback must be analytical, suggestive, and to come at a time when students are interested in it. And then there must be time for students to rise on the feedback they have received.
Performance is affected by expectations.
Students resolve their own expectations of what they can and cannot learn. If they determined to learn something, whether solving equations or riding a bicycle, they usually make improvements. But when they lack confidence, learning outwits them. Students grow in self-confidence as they experience success in learning, and they lose confidence at repeated failure. Thus, teachers need to provide students with challenging but understandable learning tasks and help them succeed.

By: Saksham Gupta
Content: https://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/