Week 3: Applying Learning Theories

• Different principles vary and apply different aspects of learning and teaching
• 1. Use of general senses: learning is more likely to occur if clients are allowed to practice what they are being taught.
• 2. Actively involve the patients or clients in the valuing process-relates to teaching method: include lectures, videos, print materials, or method that engage the participants as discussion, role-playing, sgd, q&a.
• 3. Provide an environment conducive to learning: should have good lightning and temperature control and comfortable seating with enough space between students.
• 4. Assess the extent to which the learning is ready to learn: assessment data can be obtained directly from the client or families or it can be gathered for a variety of other sources such as charts or reports.
• 5. Determine the perceived relevance of information: willing to learn what they perceive as being important.
• 6. Repeat information: repetition enhances learning. When new information is presented, it should be presented several times, in variety of ways.
• 7. Generalize information: using variety of examples and applying the information to specific situations in the client's life promotes learning and contribute to a better chance of compliance.
• 8. Make learning a pleasant experience: can be accomplished through the frequent encouragement and positive feedback.
• 9. Begin with what is known, move forward what is unknown: it should begin with the basic or general information that is known and move forward to new information that which is unknown.
• 10. Present information at an appropriate rate: the rate of information is taught must be suitable to the client. Depending on the client's knowledge level, a faster or slower phase may be necessary.
• Behaviorist Theory: is a result of a series of conditioned reflexes, and all emotion and through a result of behavior; earned through conditioning
• Cognitive Theories: an active process in which the learner constructs memory base on own knowledge and view of the world.
• Social Learning Theory: a person is motivated when she sees the possibility of valued outcomes or opposed to rewarding or pushing outcomes.
• Signal Learning: or the conditioned response, the person develops a general diffuse reaction to a stimulus
• Stimulus-Response Learning: involves developing a voluntary response to a specific stimulus or combination of stimuli.
• Chaining: is the acquisition of the series of related conditioned responses or stimuli-response (S-R) connections.
• Verbal Association: a type of chaining that is easily recognized in the process of learning medical terminology.
• Discrimination Learning: to learn and retain a large number of chains, the person has to be able to discriminate among them
• Concept Learning: learning how to classify stimuli into groups represented by a common concept.
• Rule Learning: chain of concepts or a relation of between concepts ex: basic to complex
• Problem Solving: must be able to recall and apply previously learned rules that relate to the situation.
• Learning Style: as the habitual manner in which the learner receives and perceives information, processes it, understand it, value it, store it, and recall it.
• Learning Style Models: people who have a habitual verbal approach to learning represent in their brains, information they read, see, or hear in terms of word or verbal association.
• Cognitive Style Model: the perception and ordering of knowledge affects how the persons learns.
• Field Independence Style: in which items are perceived relatively independently of their surrounding.
• Matching Learning Style-to Instruction: the effectiveness of matching teaching style to learning style and students shown more satisfaction when the teacher matches the student's learning style.
• learning theories : Behavioral theory, cognitive theory, social learning theory
• types of learning: signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, and problem-solving
• learning styles: learning style model, cognitive style model, field independence style, and matching learning style.
• communication barriers.These are not confined to physical noise (carspassing by, someone pounding on the table) andphysiological issues (an upset stomach), butcould also include cultural difference, varyinglevels of expectations and experiences, anddifference in perspectives and communicationstyles.
• This pertains to both themessage and thepurpose why themessage has to be sent.: clarity
• The message should be asbrief as may be requireddepending on one’s purpose,especially in most moderncontexts in the business andacademic fields where time isof the essence: Conciousness
• Despite its conciseness, themessage should still becomplete and accurate: Completeness
• Effective communicationis usually planned inorder to ensure thesystematic flow of ideasand transition from onepoint to another: Organization
• The sender of the message should be sensitive to the needs and interests of the receiver: Empathy
• Effective communicatorsknow how to adapt to thevarying needs andexpectations of theiraudience, and modify themessage or the way themessage is sent to avoidmisunderstanding ormisinterpretation: Flexibility