HD 101

• Teachers need to become familiar with different alternative forms of learning
• Using various approaches to learning with accompanying theoretical designs invites students to learn properly and judiciously
• Teaching students how to learn is not easy
• Teachers need to be equipped with knowledge and understanding, abilities, and skills coupled with great determination in developing learning processes that will enhance instruction in the classroom
• Authentic Learning


  Educators encourage teachers to employ teaching strategies that will promote authentic learning
• Authentic Learning


  It takes place when students truly know the information and can perform tasks consistently based on that information
• Authentic Learning


  It is used to distinguish between the achievement of significant, meaningful, and useful knowledge and skills from those that are trivial and unrelated to students' lives
• Mastery Learning


  Teachers allow students to progress at their own rate, particularly in a unit of study
• Mastery Learning


  Students can learn if the task fits their aptitude and they are given sufficient time to master the new skill or concept
• Mastery Learning


  It allows students to actively learn new materials and skills on a continuous basis
• Mastery Learning


  Motivation to achieve is increased because students work at their own pace and have the prerequisite skills necessary for success
• Experiential Learning


  Learners learn best when they are personally involved in the learning experience
• Experiential Learning


  Knowledge has to be discovered by the learners themselves if it is to mean anything to them
• Experiential Learning


  Commitment to learning is highest when learners are free to set their own learning goals and actively pursue them within a given framework
• Experiential Learning


  Learning is facilitated when students participate completely in the learning process and has control over its nature and direction
• Observational Learning


  One can learn a lot by watching others
• Observational Learning


  1. Attend to someone's behavior

  2. Retain what they have observed

  3. Imitate or reproduce the behavior they saw

  4. Experience reinforcement or satisfaction as a consequence
• Observational Learning


  Learners are most likely to model after persons who are somewhat like themselves and whom they perceive as competent, warm, or powerful
• Observational Learning


  1. Pay attention to critical aspects of what is to be learned

  2. Retain or remember the behavior

  3. Reproduce or perform the behavior
• Hands-on and Minds-on Learning


  Students are learning by doing and are thinking about what they are learning or doing
• Hands-on and minds-on learning develop the questioning skills of the learners by devising ways and means of investigating satisfactorily
• Hands-on and Minds-on Learning

  Teachers need to plan hands-on experiences, providing the materials and the supportive environment necessary for students' meaningful exploration and discovery
• Hands-on and Minds-on Learning

  Teachers need to know how to facilitate the most meaningful and longest-lasting learning possible once the learner's mind has been engaged by the hands-on learning
• Meaningful Verbal Learning


  Acquisition of ideas considering that at any point, a learner has an existing "organization" and clarity of knowledge in a particular subject mother field
• Meaningful Verbal Learning


  Meaning can emerge from new materials only if they tie into existing cognitive structures of prior learning
• Meaningful Verbal Learning


  It involves the study of how new information can be most effectively organized, structured, and taught so that it might be used in problem solving situations
• Learning Domains


  • Cognitive
  • Affective
  • Psychomotor
• Cognitive Domain


  Intellectual growth of the individual
• Affective Domain


  Student's self-concept, personal growth, and emotional development
• Psychomotor Domain


  Development of muscular skill and coordination
• Levels of Learning in Cognitive Domain

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
• Levels of Learning in Affective Domain


  • Receiving
  • Responding
  • Valuing
  • Organization
  • Characterization
• Levels of Learning in Psychomotor Domain

  • Fundamental Movement
  • Generic Movement
  • Ordinate Movement
  • Creative
• Three-Phase Learning Cycle


  • Exploratory Hands-on Phase
  • Invention or Concept Development
  • Expansion or Concrete Application Phase
• Learning Styles


  • Imaginative Learner
  • Analytic Learner
  • Common Sense Learner
  • Dynamic Learner
• Principles of Learning


  • Learning by doing
  • One learns to do what one does
  • Amount of reinforcement necessary is relative to students' needs and abilities
  • Readiness is related to learners' stage of development and previous learning
  • Students' self-concept and beliefs about abilities are important
  • Provide opportunities for meaningful and appropriate practice
  • Transfer of learning can be horizontal or vertical
  • Learning should be goal-directed and focused
  • Positive feedback, praise, and encouragement are motivating
  • Metacognition is an advanced cognitive process
• Principles of Social/Observational Learning

  • Use strategies to gain students' attention
  • Ensure observation is not too complex
  • Link new skills to prior knowledge
  • Ensure positive attitude toward new skill
• Guidelines for Student Interest and Learning Style

  • Build assignments around students' interests
  • Tailor instruction to strongest learning modality
  • Use various instructional materials
  • Allow extra credit work in areas of interest
  • Discuss occupational plans and academic skills required
• Cognitivists' Guiding Principles for Attention

  • Learning experiences should be pleasant and satisfying
  • Lessons should account for student interests and needs
  • Use different sensory channels and movement
  • Learners can attend for only so long
  • Schedule intense concentration in morning, less in afternoon
  • Distractions interfere with attention
  • Learners can attend to only so much information at once
• Although students differ in their styles of learning and their learning capacities, each can learn