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FOI > Chapter 1 -3 > Flashcards

Chapter 1 -3 Flashcards

1
Q

Learning

A

To acquire a skill or knowledge and may involve a change in behavior as a result of experience

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2
Q

Characteristics of Learning (PRMA)

A
  • Purposeful
  • Result of Experience
  • Multifaceted
  • Active Process
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3
Q

Purposeful

A

Relating material presented to students goal

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4
Q

Result of Experience

A

Learning is an individual process; Instructor can’t learn for the student

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5
Q

Multifaceted

A

More than one sense to help student learn. Verbal, Conceptual, Perceptual, Emotional elements

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6
Q

Active Process

A

They must react and respond to learn

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7
Q

Laws of Learning (REEPIR)

A
  • Readiness
  • Exercise
  • Effect
  • Primacy
  • Intensity
  • Recency
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8
Q

Readiness

A

Student learns best when ready to learn

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9
Q

Exercise

A

Things most often repeated are best remembered

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10
Q

Effect

A

Learning is strengthened when accompanied by good feelings

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11
Q

Primacy

A

Things taught first are best remembered

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12
Q

Intensity

A

Student will learn more from real things

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13
Q

Recency

A

Most recently learned are the best remembered

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14
Q

How People Learn (PIM)

A
  • Perception
  • Insight
  • Motivation
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15
Q

Perception

A

All learning comes from perception directed to the brain by one or more senses. Sight (75%), Smell (3%), Hearing (13%), Taste (3%), Touch (6%)

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16
Q

How we perceive the world around us (SGT PEB)

A

Self Concept Goals and Values Time and Opportunity Physical Organism Element of Threat Basic Needs

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17
Q

Self Concept

A

A students self-image, described in such terms as conflict and insecure has a great influence on the total perceptive process

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18
Q

Goals and Values

A

Every experience and sensation which is funneled into ones central nervous system is colored by the individuals own beliefs and value structures

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19
Q

Time and Opportunity

A

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

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20
Q

Physical Organism

A

Provides individuals with the perceptual apparatus for sensing the world around them

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21
Q

Element of Threat

A

Does not promote effective learning; Fear adversely affects perception by narrowing the perceptual field

22
Q

Basic Needs

A

To maintain and enhance the organized self; The self is a persons past, present and future combined; It is both physical and pschological

23
Q

Insight

A

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

24
Q

Motivation

A

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

25
Q

Levels of Learning (RUAC)

A
  • Rote
  • Understanding
  • Application
  • Correlation
26
Q

Rote

A

Ability to repeat something back without understanding

27
Q

Understanding

A

Perceiving and learning what has been taught

28
Q

Application

A

Achieving the skill to provided what is learn and performing correctly

29
Q

Correlation

A

Associated with what has been learned with other things

30
Q

Principles Used in Learning Skills (4 DEAD P’s & K)

A
  • 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
31
Q

Duration and Organization of Lesson

A

Length and time is important

32
Q

Evaluation vs Critque

A

Initial stages; suggestion rather than grade

33
Q

Application of Skill

A

Learn the skill till easy to perform

34
Q

Desire to Learn

A

Students might be surprised at how much more readily they learned those skills that appeals to their own needs

35
Q

Physical Skills

A

Perceptive change as physical skills become easier

36
Q

Patterns to follow

A

Provide a clear step by step examples

37
Q

Perform the Skill

A

Coordination between muscles and visual and tactile senses

38
Q

Progress follows a Pattern

A

Rapid improvement at early stages following a level off

39
Q

Knowledge of Results

A

Students need to be aware of their progress

40
Q

Factors involved in Retention (PR FML)

A

Praise Stimulates Remembering Recall is promoted by association Favorable Attitudes aid Retention Meaningful Repetition Aids Recall Learning with all senses is most Effective

41
Q

Praise Stimulates Remembering

A

Responses which give a pleasurable return tend to be repeated

42
Q

Recall is promoted by association

A

Each bit of information or action which is associated with something to be learned, tends to facilitate its later recall by the student

43
Q

Favorable Attitudes Aid Retention

A

People learn and remember only what they wish to know

44
Q

Meaningful Repetition Aids Recall

A

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

45
Q

Learning with all senses is most Effective

A

Although people generally receive what is learned through the eyes and ears, other senses also contribute to most perceptions

46
Q

Why Individuals Forget? (RID)

A
  • Repression
  • Interference
  • Disuse
47
Q

Repression

A

Submersion of ideas into the unconscious mind; Unpleasant experiences

48
Q

Interference

A

A certain experience has overshadowed it

49
Q

Disuse

A

Forgets things that are not used

50
Q

Transfer of Learning

A

If learning skill A helps learn skill B positive transfer occurs If learning skill A hinders the learning skill B negative transfer occurs

51
Q

Ways to Achieve Positive Transfer

A

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)

52
Q

Habit Formation

A

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

FOI (7 decks)

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