Learning Pyramid and Cognitive Learning Theory

The Learning Pyramid

• Learning retention is at only 5% with the lecture method.
• Reading increases retention to 10%.
• Audio-visual methods yield 20% retention.
• Demonstrations lead to 30% retention.
• Discussion groups result in 50% retention.
• "Practice by Doing" achieves 75% retention.
• Teaching others provides the highest retention rate at 90%.

Cognitive Learning Theory

• Cognitive learning involves problem-solving via information organization.
• It includes creation of frameworks/models.
• Cognitive learning focuses on understanding relationships between ideas to enhance meaning.
• Learning is based on mental processes which learners use to take in, interpret, store, and retrieve information.
• The cognitive domain reflects a person's intellectual ability.
• Skills are arranged into six hierarchical levels of increasing difficulty.
• A learner performing at a higher level shows more complex cognitive thinking.
• The six levels of educational objectives include knowledge, comprehension, application, analysis, synthesis, and evaluation.

Knowledge

• Knowledge helps students comprehend facts, procedures, and feelings.
• It includes simple skills/thought processes like imitation and recall.
• Knowledge also includes definitions, receiving, and responding to new information.

Comprehension

• Comprehension entails understanding meaning, translation, and interpretation of instructions/problems.
• Comprehension enables stating a problem in one's words.

Application

• Application involves using a concept in a new situation.
• Application allows applying a classroom environment in a real-life work situation.

Analysis

• Analysis separates material or concepts into component parts to understand the structure.
• It helps distinguish between facts and inferences.

Synthesis

• Synthesis builds a structure or pattern from various elements.
• Synthesis emphasizes creating a new meaning or structure by putting parts together.

Evaluation

• Evaluation leads to making judgments about the value of ideas or materials.

Psychomotor Learning Theory

• The psychomotor domain includes physical movement, coordination, and motor-skill usage.
• Skill development requires practice.
• It is measured by speed, precision, distance, procedures, and techniques in execution.
• The psychomotor domain has seven categories, from simplest to most complex behavior.

Perception

• Perception involves using sensory cues to guide motor activity.
• Perception ranges from sensory stimulation to cue selection and translation.

Set

• Set is readiness to act; a disposition that predetermines a person's responses.
• It includes mental, physical, and emotional sets.

Guided Response

• The guided response is the initial stage of learning a complex skill, involving imitation and trial and error.
• Adequacy of performance is achieved through practicing.

Mechanism

• Mechanism is the intermediate stage in learning a complex skill.
• Learned responses become habitual.
• Movements can be performed with confidence and proficiency.

Complex Overt Response

• Complex overt response involves skillful motor acts with complex movement patterns.
• Proficiency shows quick, accurate, coordinated performance with minimal energy.
• Performing without hesitation is included in this category.
• Automatic performance is included in this category.

Adaptation

• Adaptation means skills are well-developed.
• It allows individuals to modify movement patterns for special requirements.

Origination

• Origination is creating new movement patterns for a particular situation or problem.
• Learning outcomes emphasize creativity based on highly developed skills.

Behavioral Learning Theory

• Behavioral learning includes learning that changes an individual's behavior.
• Behavioral learning may encompass conditioning experiences.
• Behavioral learning creates a behavioral change or response to a stimulus.
• It includes dealing with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
• The theory consists of 5 categories, from simplest to most complex.

Receiving Phenomena

• Receiving phenomena entails awareness, willingness to hear, and selected attention.

Responding to Phenomena

• Responding to phenomena means active participation.
• It includes attending and reacting to a particular phenomenon.
• Learning outcomes may emphasize compliance, willingness, or satisfaction in responding.

Valuing

• Valuing is the worth someone attaches to an object, phenomenon, or behavior.
• It ranges from simple acceptance to a more complex commitment.
• Valuing is based on internalizing a specified set of values.

Organization

• Organization prioritizes values by contrasting different values.
• Resolving conflicts between values is included in organization.
• Creating a unique value system is also part of the organization.
• Emphasis is on synthesizing values.

Internalizing Values

• Internalizing values (characterization) means having a value system that controls their behavior.
• Behavior is pervasive, consistent, predictable, and characteristic of the learner.

Experiential Learning

• Experiential learning integrates cognitive and behavioral theories.
• It is an applied approach to "learning by doing”.
• Experiential learning enables learners to gain experience with applications of learning concepts.
• It includes active experimentation and abstract conceptualization.

Concrete Experience

• The concrete experience is the data-producing part of the cycle.
• It is structured for learners to "do" something.
• Concrete experience examples are case studies, lectures, role-plays, skill practice, simulations, games, and SELPs.
• Chosen methods depend on training goals.

Reflective Observation

• During reflective observation, participants reflect on an activity.
• Participants share reactions with other learners.
• Meaning is derived from the experience.
• Trainers help learners to think critically.
• Verbalizing feelings and perceptions are components of reflective observation.
• Attention is drawn to recurring themes/patterns in learners' reactions.
• This helps learners move towards drawing conclusions.

Abstract Conceptualization

• Learners form generalizations.
• Drawing conclusions are theoretically applicable in real life.
• Learners work alone and share conclusions.
• They act as catalysts by exchanging ideas and thoughts.
• The trainer facilitates by asking learners to summarize learning into concise statements/generalizations.
• "Pushing back" aids rigor.
• Relating conclusions and integrating them into a theoretical model also helps.
• Ensuring everyone has a chance to share insights.
• Helping the group compare/contrast conclusions, identify patterns, and spot legitimate disagreements.

The Application Phase

• Drawing from insights/conclusions, learners develop plans for effective behavior.
• Plans incorporate new knowledge.
• Insights are applied to their profession or personal life.
• Application occurs immediately after the learning activity, ideally.
• Individual work creates an action plan.
• Learners share plans and assist in formulating ideas for action.
• Parts of action plans could be shared to create a sense of joint effort.