Learning Flashcards
The Definition of Learning
A change in behaviour as a result of experience
Characteristics of Learning
Purposeful: learning related to goals
A result of experience: a response may be conditioned by previous experience
Multifaceted/incidental: whilst learning the thing at hand, a student may be learning other things as well.
An active process: students need to react and respond
Principles of Learning
Readiness Exercise Effect Primacy Intensity Recency
The Principle of Readiness
Implies a degree of single-mindedness and eagerness
When students have a strong purpose, a clear objective and a definite reason for learning something, they will make more progress than if they lack motivation
The Principle of Exercise
Those things most often repeated are best remembered
Instructors must provide opportunities for students to practice and at the same time ensure that this process is directed towards a goal
The Principle of Effect
The emotional reaction of the student
Learning is strengthened when accompanied by a pleasant or satisfying feeling
Learning is weakened when;associated with an unpleasant feeling
The Principle of Primacy
The state of being first creates a strong, memorable impression
What is taught must be first the right time
The Principle of Recency
Things most recently done are the best remembered
The Principle of Intensity
A student will learn more fro:the real thing than from a substitute
Perceptions
Received through 1+ of the five senses
Are the basis of all learning
Result when a person gives meaning to sensations
Factors Affecting One’s Perception
Physical organism Basic needs Goals and values Self concept Time and opportunity Elements of threat
Insight
The grouping of perceptions into meaningful wholes.
The mental relating and grouping of associated perceptions
Instruction speeds this learning process by teaching the relationships as they occur
Steps to Foster the Development of Insight
Pointing out relationships as they occur
Providing a secure and nonthreatening environment
Helping the student acquire and maintain favourable self concept
Positive Motivation
Provided by the promise or achievement of rewards
Students must believe their efforts will be suitably rewarded
Negative Motivation
May engender fear or be perceived as a threat
Should be avoided with all but the most overconfident and impulsive students
Levels of Learning
- Rote
- Understanding
- Application
- Correlation
Learning: Rote
The ability to repeat something back which was learnt, but not understood
Learning: Understanding
To comprehend or grasp the nature or meaning of something
Learning: Application
The act of putting something to use that has been learnt and understood
The student has developed the skill to apply what has been learnt
Learning: Correlation
Associating what has been learnt, understood and applied with previous or subsequent learning
Domains of Learning
Cognitive
Affective
Psychomotor
Cognitive Domain
Knowledge: recall and recognition
Comprehension: translate, interpret and extrapolate
Application: use of generalisations in specific instances
Analysis: determine relationships
Synthesis: create new relationships
Evaluation: exercise of learned judgement
Affective Domain
Concerned with attitudes, personal beliefs and values
Receiving: willingness to pay attention
Responding: reacts voluntarily or complies
Valuing: acceptance
Organisation: rearrangement of value system
Characterisation: incorporates value into life
Psychomotor Domain
Perception: awareness of sensory stimulus
Set: relates cues/known
Guided response: performs as demonstrated
Mechanism: Performs simple acts well
Complex overt response: skilful performance of complex acts
Adaptation: modifies for special problems
Origination: new movement patterns/creativity
Learning Plateau
Rapid improvement in the early stages leading to the curve levelling off, potentially for a significant period of time
Memory
Sensory register
Short term memory
Long term memory
Sensory Register
Received input and quickly processed it according to the individuals preconceived concept of what is important
Working/Short Term Memory
Is time and capacity limited
It sorts and categorises the information in a process called coding or recoding to adjust and relate the information in an attempt to associate
Long Term Memory
Information is stored for future reference
Why Humans Forget
Disuse: forgets those things which are not used
Interference: forgets because an experience has overshadowed it, or the learning of similar things has intervened
Repression: forgets due to submersion of ideas into the subconscious mind
Factors That Aid Remembering
Praise: responses which give pleasurable return tend to be repeated
Association: easier to remember than an isolated fact
Favourable Attitudes: people only remember what they wish to know
All Senses: the more senses involves the easier it is to remember
Repetition: helps to fix learning in the memory
Learning Transfer
Whilst learning, previous experiences may become an aid
Positive Learning Transfer
Learning skill A helps to learn skill B
Negative Learning Transfer
Learning skill A hinders the learning of skill B
Building Block Concept
New learning and habit patterns are based on a solid foundation of experience and old learning
Hierarchy of Needs
A lower need must be fulfilled before concentrating on a higher need Physical Safety Social Ego Self-fulfillment
Compensation Defence Mechanism
Hide weaknesses by emphasising strengths
Projection Defence Mechanism
Shift the responsibility for mistakes to someone or something else
Rationalisation Defence Mechanism
Substitutes excuses for reasons
Denial of Reality Defence Mechanism
Refusal to acknowledge disagreeable realities
Reaction Formation Defence Mechanism
Who cares how other people feel attitude
Flight Defence Mechanism
Escaping from frustrations (mental or physical)
Aggression Defence Mechanism
May be subtle: asking irrelevant questions or refusal to participate
Resignation Defence Mechanism
Daydreaming - taking mental flights
Countering Anxiety
Treat fears as normal reactions
Reinforce the students enjoyment of flying and teach them to cope with their fears
Abnormal Reactions to Stress
Inappropriate reactions
Market changes in mood on different lessons
Severe anger
Elements to Communication
The source
The symbol
The receiver
Effective Communication
Up to date and stimulating material
Positive attitudes
Varied communicative approach
Barriers to Communication
Lack of common experience
Confusion between the symbol and symbolised object
Overuse of abstractions
Interference
The Four Steps to Teaching
Preparation
Presentation
Application
Evaluation
Teaching: Preparation
Determine the objective of the lesson and the criteria by which it’s achievement will be measured
Teaching: Presentation
Lecture method: presenting new material, summarising new ideas and showing relationships
Demonstration/Performance method: teaching a skill
Teaching: Application
The student uses what the instructor has presented
