Learning –Types,

Processes & Styles

Class 6
Learning Objectives:
• Understand the various types and levels of
learning.
• Relationship between language and
learning.
• Have compared a range of classic and
contemporary learning theories
• Be able to distinguish the differences
between rote learning and understanding.
Definition of Learning
• Learning is generally defined as any relatively
permanent change in the behavior, thoughts,
and feelings of an individual - as a consequence
of prior experience.
• In what way does learning produce changes?
Well, through our experiences, we learn new
knowledge, attitudes, and skills. We also learn
to understand new concepts, to solve problems
in new ways, and even acquire new values.
• All this will lead to some changes in our
behavior, our thoughts, our feelings and our
outlook as individuals.
Definition of Memory
• Broadly speaking, for memory to work, we
have to take information in, store it or
represent it in some manner, and then retrieve
it for some purpose later.
• This involves the processes of perception
encoding, storage and retrieval (sensing and
interpreting).
• Encoding refers to how information gets into
memory. Storage refers to the retention of
information over time and retrieval takes place
when information is taken out of storage.
Memory…
• Why do people sometimes Judgments Distortion
give different versions of
events and forget about
things? Well, an important
point about memory is that
we don't just coldly store and
retrieve pieces of information
in a computer-like fashion.
• Many scientists who study
memory and how people
reconstruct their own versions
of the past recognize the
subjective nature of Invent
memory. In other words, the Emotions
mind can distort, invent, and
forget, and emotions color
memories.
• Clearly, we don't store Forgetfulness
judgment-free memories of
reality. Thus, critical to the
memory process is our
perception and how we
interpret our experience.
Types and Models of Learning

• How does the learner feel and

think about the subject, situation
or outcome. The perception of a
subject such as simple, complex,
useless, boring will impact on the
learning process.
 Bloom’s Taxonomy
Category
Knowledge: Recall data or information.
Comprehension: Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in
one's own words.
Application: Use a concept in a new situation or unprompted use of an Examples: Use a manual to calculate an employeeís vacation time.
abstraction. Applies what was learned in the classroom into novel
situations in the work place.
Analysis: Separates material or concepts into component parts so that
its organizational structure may be understood. Distinguishes
between facts and inferences.
Synthesis: Builds a structure or pattern from diverse elements. Put parts Examples: Write a company operations or process manual. Design a
together to form a whole, with emphasis on creating a new
meaning or structure.
Evaluation: Make judgments about the value of ideas or materials.
Example and Key Words
Examples: Recite a policy. Quote prices from memory to a customer.
Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes, reproduces, selects, states.
Examples: Rewrites the principles of test writing. Explain in oneís own
words the steps for performing a complex task. Translates an
equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates,
explains, extends, generalizes, gives Examples, infers, interprets,
paraphrases, predicts, rewrites, summarizes, translates.
Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.
Examples: Troubleshoot a piece of equipment by using logical
deduction. Recognize logical fallacies in reasoning. Gathers
information from a department and selects the required tasks for
training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates.
machine to perform a specific task. Integrates training from several
sources to solve a problem. Revises and process to improve the
outcome.
Key Words: categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes.
Examples: Select the most effective solution. Hire the most qualified
candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports.
Language
• Without language mastery, we may be
handicapped in our learning.
• Autism and dyslexia – when certain parts
of the brain does not function.
• Gender differences – girls vocabulary
and speech ability emerge earlier.
• Language that is based more on
precision - left brain. More graphic or
symbolic – right brain
Unconscious Incompetence to
Competence