Chapter 1 -3 Flashcards
Learning
To acquire a skill or knowledge and may involve a change in behavior as a result of experience
Characteristics of Learning (PRMA)
- Purposeful
- Result of Experience
- Multifaceted
- Active Process
Purposeful
Relating material presented to students goal
Result of Experience
Learning is an individual process; Instructor can’t learn for the student
Multifaceted
More than one sense to help student learn. Verbal, Conceptual, Perceptual, Emotional elements
Active Process
They must react and respond to learn
Laws of Learning (REEPIR)
- Readiness
- Exercise
- Effect
- Primacy
- Intensity
- Recency
Readiness
Student learns best when ready to learn
Exercise
Things most often repeated are best remembered
Effect
Learning is strengthened when accompanied by good feelings
Primacy
Things taught first are best remembered
Intensity
Student will learn more from real things
Recency
Most recently learned are the best remembered
How People Learn (PIM)
- Perception
- Insight
- Motivation
Perception
All learning comes from perception directed to the brain by one or more senses. Sight (75%), Smell (3%), Hearing (13%), Taste (3%), Touch (6%)
How we perceive the world around us (SGT PEB)
Self Concept Goals and Values Time and Opportunity Physical Organism Element of Threat Basic Needs
Self Concept
A students self-image, described in such terms as conflict and insecure has a great influence on the total perceptive process
Goals and Values
Every experience and sensation which is funneled into ones central nervous system is colored by the individuals own beliefs and value structures
Time and Opportunity
It takes time and opportunity to perceive. Learning some things depends on other perceptions which have preceded these learnings and on the availability of time to sense and relate these new things to the earlier perceptions
Physical Organism
Provides individuals with the perceptual apparatus for sensing the world around them
Element of Threat
Does not promote effective learning; Fear adversely affects perception by narrowing the perceptual field
Basic Needs
To maintain and enhance the organized self; The self is a persons past, present and future combined; It is both physical and pschological
Insight
Grouping of perceptions into meaningful wholes Creating insight is one of the instructors major responsibilities To ensure that this does occur, its essential to keep each student constantly receptive to new experiences and to help the student realize the way each piece relates to all other pieces of the total pattern of the task to be learned
Motivation
Dominant force governing the student progress and ability to learn Motivation may be negative or positive, tangible or intangible, subtle and difficult to identify or it may be obvious Negative motivation may engender fear and be perceived by the student as a threat. While negative motivation may be useful in certain situations, characteristically it is not as effective in promoting effective learning as positive motivation Positive motivation is provided by the promise of achievement of rewards. These reward may be personal or social, they may involve public recognition
Levels of Learning (RUAC)
- Rote
- Understanding
- Application
- Correlation
Rote
Ability to repeat something back without understanding
Understanding
Perceiving and learning what has been taught
Application
Achieving the skill to provided what is learn and performing correctly
Correlation
Associated with what has been learned with other things
Principles Used in Learning Skills (4 DEAD P’s & K)
- Duration and Organization of Lesson
- Evaluation vs Critique
- Application of Skill
- Desire to Learn
- Physical Skills
- Patterns to follow
- Perform the Skill
- Progress follows a Pattern
- Knowledge of Results
Duration and Organization of Lesson
Length and time is important
Evaluation vs Critque
Initial stages; suggestion rather than grade
Application of Skill
Learn the skill till easy to perform
Desire to Learn
Students might be surprised at how much more readily they learned those skills that appeals to their own needs
Physical Skills
Perceptive change as physical skills become easier
Patterns to follow
Provide a clear step by step examples
Perform the Skill
Coordination between muscles and visual and tactile senses
Progress follows a Pattern
Rapid improvement at early stages following a level off
Knowledge of Results
Students need to be aware of their progress
Factors involved in Retention (PR FML)
Praise Stimulates Remembering Recall is promoted by association Favorable Attitudes aid Retention Meaningful Repetition Aids Recall Learning with all senses is most Effective
Praise Stimulates Remembering
Responses which give a pleasurable return tend to be repeated
Recall is promoted by association
Each bit of information or action which is associated with something to be learned, tends to facilitate its later recall by the student
Favorable Attitudes Aid Retention
People learn and remember only what they wish to know
Meaningful Repetition Aids Recall
End repetition gives the student an opportunity to gain a clearer and more accurate perception of the subject to be learned, but mere repetition does not guarantee retention
Learning with all senses is most Effective
Although people generally receive what is learned through the eyes and ears, other senses also contribute to most perceptions
Why Individuals Forget? (RID)
- Repression
- Interference
- Disuse
Repression
Submersion of ideas into the unconscious mind; Unpleasant experiences
Interference
A certain experience has overshadowed it
Disuse
Forgets things that are not used
Transfer of Learning
If learning skill A helps learn skill B positive transfer occurs If learning skill A hinders the learning skill B negative transfer occurs
Ways to Achieve Positive Transfer
Apply what is understood to other situations Avoid unnecessary rote learning which doesn’t help with transfer Challenge them with situations that use their imagination and ingenuity in their applying knowledge and skills (build confidence)
Habit Formation
Proper habits should be performed from the beginning of training (Primary) Its much easier to learn proper habits rather than correct bad habits Teach the correct procedures the first time Good habits can be used as building blocks for proper training
