The physiological factors are sense perception, physical health, fatigue time and day of learning, food and drink, age and atmospheric conditions. Sensation and perception are the basis of all cognitive learning. Weaker the power of perception, lesser the amount of learning.
A blind man learns far less than a normal person. Impairment of sense organs is a handicap in the process of learning. Ill health hampers learning. Sound mind is only in a sound body. Sound physical health gives vigour and vitality to pursue learning activities for a longer education.
A diseased person is handicapped by the normal physical strength necessary for any mental activity. Muscular or sensory fatigue causes mental boredom and indolence. A number of factors in the home and school environment may cause physical and mental fatigue, such as lack of accommodation, bad seating arrangement, unhealthy clothing, inadequate ventilation, poor light, noise over crowdingness, and pure nutrition.
Longer homes of study also cause fatigue which affects the learning capacity. Morning and evening hours are the best periods of study. During the day, there is decline in the mental capacity. Experiments on children have shown that there are great variations in learning efficiency during the different hours of the day.
Nutrition is responsible for efficient mental activity. Poor nutrition adversely affects learning. The type of food also has some effect. The alcoholic drinks, caffeine, tobacco and such addictive items have adverse effect on neuro-muscular system, and consequently upon the learning capacity. High temperature and humidity lower the mental efficiency. Low ventilation, lack of proper illumination, noise and physical discomfort as we find in factories and overcrowded schools hamper the learning capacity.
Distractions of all sorts affect power of concentration and consequently the efficiency of learning. Learning capacity varies with age. Some subjects can better be learnt at the early age, and some during adulthood. On the evidence of experiments conducted. Thorndike says that mental development does not stop at 16 or 18 but increases upto 23, and halts after Learning proceeds rapidly between 18 and 20, remains stagnant till 25, and declines upto Age accompanies mental maturation.
So some complex problems cannot be solved till the person is sufficiently mature. Children learn the school subjects more easily than uneducated adults can learn. But there are instance when person of 50 made remarkable progress in learning new subjects like music, a foreign language. Mahatma Gandhi studied Hindi at the age of Tagore began study fresh scientific subjects even after Modeling the skill.
Practicing and rehearsing the skill using real—life scenarios. Providing feedback and reinforcement. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors.
Uses strategies designed to personalize information and engage students. Instructional strategies and learning experiences include methods for Addressing key health-related concepts.
Encouraging creative expression. Sharing personal thoughts, feelings, and opinions. Thoughtfully considering new arguments. Developing critical thinking skills. Provides age-appropriate and developmentally-appropriate information, learning strategies, teaching methods, and materials.
Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. In: Bukoski WJ, editor. Department of Health and Human Services, ;— Nutrition education for school-aged children.
Journal of Nutrition Education ;27 6 — Washington, DC: Urban Institute; Gottfredson DC. School-Based Crime Prevention. National Institute of Justice; Kirby D. Comprehensive School Health Education. New York: Teachers College Press; — Lytle L, Achterberg C. Journal of Nutrition Education ;27 5 — What works: principles of effective prevention programs.
Effects of physical activity interventions in youth. Guides students to apply rubrics to assess their performance and identify improvement strategies. Provides regular and timely feedback to students and parents that moves learners forward. Allows students to use feedback to improve their work before a grade is assigned. Reflects on instruction and makes adjustments as student learning occurs. Teacher instructs the complex processes, concepts and principles contained in state and national standards using differentiated strategies that make instruction accessible to all students.
Teacher scaffolds instruction to help students reason and develop problem-solving strategies. Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.
Teacher integrates a variety of learning resources with classroom instruction to increase learning options. Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.
Teacher designs learning opportunities that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of the learning. Teacher incorporates student experiences, interests and real-life situations in instruction.
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