FOI Task B The Learning Process Flashcards
Learning Theory
A body of principles used to explain how people acquire skills, knowledge, and attitudes.
BICC
Behaviorism
Information Processing Theory
Cognitive Theory
Constructivism
Behaviorism
Stresses the importance of having particular behavior reinforced, to shape or control what is learned
Cognitive Theory
Focuses on what is going on inside the students mind
Constructivism
Learning is the result of the student matching new information against preexisting
information and integrating it into meaningful connections
Definition of Perceptions & Insight
Initially all learning comes from perceptions which come from the senses; the learner then gives
meaning to the senses
GSTEP
Goals & Value Self Concept Time & Opportunity Element of Threat Physical Organism
Goals & Values
Understand the students values and tailor teaching to those values
Self Concept
- Self-image has a great influence on perception
• A positive self-image allows the student to remain open to new experiences
• A negative self-image has a negative effect on learning
Time & Opportunity
Proper sequence and time are necessary for learning
Element of Threat
Threat does not promote effective learning
• Attention is limited to threatening object/idea
Physical Organism
Provides the body for sensing the world around them
Acquiring Knowledge (MUC)
Memorization
Understanding
Concept Learning
Memorization
First attempt to acquire knowledge
Understanding
The student begins to organize knowledge in useful ways and a collection of memorized facts gives
way to understanding
Concept Learning
By grouping information into concepts, we create manageable categories
Definition of The Laws of Learning
Laws of learning provide additional insight into what makes people learn most effectively
REEPIR
Readiness Exercise Effect Primacy Intensity Recency
Readiness
The basic needs of the student need to be met to be capable of learning
Exercise
Connections are strengthened with practice and weakened without it
(“Use it or Lose it”)
Effect
Behaviors the lead to satisfying outcomes are likely to be repeated, whereas behaviors that lead to
undesired outcomes are less likely to recur
Primacy
What is learned first, often creates a strong, almost unshakable impression
Intensity
A vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience
Recency
Things most recently learned are best remembered
Characteristics of Learning (PEAM)
Purposeful
Experience
Active Process
Multi-Faceted
Purposeful
In the process of learning, the students goals are the most important factor
Experience
Learning is an individual process and the student can learn only from personal experiences
- Learn by doing
Active Process
Constantly Engage the student
- The instructor cannot assume that students remember something just because they were there
when the material was presented
Multi-Faceted
Students learn much more than expected if they fully exercise their minds and feelings
Acquiring Skill Knowledge
knowledge reflected in motor or manual skills and in cognitive or mental skills, that
manifests itself in the doing of something (for example, riding a bike)
Stages of Acquiring Skill Knowledge (CAA)
Cognitive Stage - Memorizing the steps to a skill
Associative Stage - Practice begins to store the skill
Automatic Response - Through practice, the skill becomes automatic
Domains of Learning (CAP)
Cognitive Domain
Affective Domain
Psychomotor Domain
Cognitive Domain (RUAC)
Rote
Understanding
Application
Correlation
Affective Domain (ARVOI)
Awareness Response Value Organizing Integration
Psychomotor Domain (OIPH)
Observation
Imitation
Practice
Habit
Scenario Based Training (HIC)
Has clear objectives
Is tailored to the student
Capitalizes on local environment
Reducing Errors (DRCULT)
Develop Routine Raising Awareness Checking for errors Use reminders Learning & Practice Taking your time
Errors
Slip - A person plans to do one thing but inadvertently does something else
Mistake - A person plans to do the wrong thing and succeeds
Memory (SSL)
Short Term
Sensory
Long Term
Short Term Memory
Information is stored for roughly 30 seconds
Sensory Memory
Receives stimuli from the environment and quickly processes it according to a preconceived concept
of what is important
Long Term Memory
Relatively permanent storage of unlimited information
Forgetting (FIRS)
Fading
Interference
Retrieval failure
Suppression or Repression
Fading
Suggests that information that is not used for a period of time is forgotten
Interference
We forget things because an experience has overshadowed it, or the learning of
similar things has intervened
Retrieval failure
Inability to retrieve the information
Suppression or Repression
A memory is pushed out because the individual does not want to
remember the feelings associated with it
Retention of Learning
The instructor needs to make certain that the students learning is readily available for recall
Retention of Learning (MRLAMP)
Meaningful Repetition Aids Recall Recall is Promoted by Association Learning with all our Senses is most Effective Attitudes will Aid Retention Mnemonics Praise stimulates recall
Transfer of Learning
Positive Transfer - Learning skill A helps to learn skill B (slow flight and short field landings)
Negative Transfer - Learning skill A hinders learning of skill B (landing an airplane vs a helicopter)
