Types of Learning PDF

Types of Learning Dr. Enas Tantoush EIGHT LEVEL OF LEARNING : Ø According to Gagné, the higher orders of learning in this hierarchy build upon the lower levels, requiring progressively greater amounts of previous learning for their success. Ø The lowest four orders ten...

Types of Learning Dr. Enas Tantoush EIGHT LEVEL OF LEARNING : Ø According to Gagné, the higher orders of learning in this hierarchy build upon the lower levels, requiring progressively greater amounts of previous learning for their success. Ø The lowest four orders tend to focus on the more behavioral aspects of learning, Ø The highest four focus on the more cognitive aspects. 1)Signal Learning consists essentially of the classical conditioning Example: a. When there is a Red Signal in road, people stop their Vehicles. b. When door bell rings, people suddenly rushes to door to open it. The Signal is : Red Light and Ringing of Door Bell Conditioned Response is : People Stop their Vehicles and People rush to open the Door Signal Learning 2). Stimulus-response learning Known as operand conditioning, All about getting a response to a Stimuli. ØExample : a). When a Teacher instructs the Students to raise their hands, the Students immediately raise their hands 3). Chaining the ability to connect two or more previously-learned stimulus-response bonds into a linked sequence. It is the process whereby most complex psycho motor skills (eg riding a bicycle or playing the piano) are learned. Example : a. When a Child saw a Doll, it first represent it as a Baby, it dresses up the Doll, do make up to the Doll, then Feeds the Doll  The Child connects the activities of Bathing, Feeding and taking care of the Doll that is being learned from the elders. It watches how elders take care of the babies and recreate it when it looks at the doll. She learns and connects the related stimulus and response. 4). Verbal association The links between the items being connected are verbal in nature/ verbal units The key processes in the development of language skills. Example : a. When a Child names an object "BALL " , it also says " ROUND BALL ", "BLACK and WHITE BALL"  The Child associates the word "BALL" with its "SHAPE", "COLOUR"  5). Discrimination learning The ability to make appropriate (different) responses to a series of similar stimuli that differ in a systematic way. This involves the development of the ability to differentiate an OBJECT , by its COLOUR, SHAPE etc..  Example : a. When a student develops the ability to differentiate and call each student by his/her correct name. b. When seeing lots of cars in the road, differentiating the cars by its name These are all Cars, the ability to differentiate them, is Discrimination learning  6). Concept learning The ability to make a consistent response to different stimuli that form a common class or category of some sort. It forms the basis of the ability to generalize, classify etc.  Example : Observing the Common Concept in the objects. a. While Driving a bike, one must Start with Clutch, gear and then slowly release the clutch and raise the Accelerator b. While Driving a Car, one must Start with Clutch, gear and then slowly release the clutch and raise the Accelerator  The Common Concept is "Start with Clutch, gear and then slowly release the clutch and raise the Accelerator" is being learned. 7). Rule learning A very-high-level cognitive process that involves being able to learn relationships between concepts / relate two or more concepts / chains of concepts. and apply these relationships in different situations, including situations not previously encountered. We may represent knowledge as a hierarchy of rules, in which we must learn two or more rules before learning a higher order rule which embraces them.  Example : When an air filled Ball is kicked, it flies, rolls and revolves, it is a common rule. In this rule concepts such as flying, rolling, revolving etc are learned. It represents the chaining of more than one concept in a rule.  The concepts such as flying, rolling, revolving are chained together 8). Problem solving The highest level of cognitive process  the ability to invent a complex rule, or procedure for the purpose of solving one particular problem  the combined product of two or more lower order rules. and then using the method to solve other problems of a similar nature. Individuals use rule to achieve some goal. When the goal is reached, the student has learned something more and is then capable of new performances using his new knowledge. Thus the problem solving requires those internal events usually called thinking.. Without knowledge of the prerequisite rules, the problem can not be solved. Situated Learning Theory learning is unintentional and situated within authentic activity, context and culture In contrast with most classroom learning activities that involve abstract knowledge which is and out of context,  Knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviors to be acquired. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge.” References Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press. Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.  https://www.youtube.com/watch?v=xxVxgQJwV7w