HE (TYPES OF LEARNING)

• Andragogy is the teaching of adults
• Pedagogy is the teaching of children
• Signal Learning (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 a combination of

  stimuli
• Chaining

  ▪ The acquisition of a series of related

  conditioned responses or stimulus-response

  connections
• Verbal Association

  ▪ A type of chaining and is easily recognized in

  the process of learning medical terminology.
• Discrimination Learning

  ▪ The process wherein the person has to be

  able to discriminate large numbers of

  stimulus-response or verbal chains
• Concept Learning

  ▪ Learning how to classify stimuli into

  groups represented by a common

  concept
• Rule Learning

  ▪ Rule – considered a chain of

  concepts or a relationship between

  concepts
• Problem Solving

  ▪ To solve problems, the learner must

  have a clear idea of the problem or

  goal being sought and must be able to

  recall and apply previously learned

  rules that relate to the situation

  ▪ A process of formulating and testing

  hypotheses
• TYPES OF LEARNING

  Gagne’s Conditions of Learning (1970)

  Signal Learning

  Stimulus-Response Learning

  Chaining

  Verbal Association

  Discrimination Learning

  Concept Learning

  Rule Learning

  Problem Solving
• Learning Style – a habitual manner in which learners receive and perceive new information, process it, understand it, value it, store it, and recall it.
• Holistic (Global) Thinkers

  ▪ Want to get the whole picture quickly or

  get the gist of things

  ▪ Want to see broad categories before the

  details

  ▪ Process information simultaneously rather

  than in a step-by-step manner

  ▪ Need to see how new information

  connects to what they already know and

  value

  ▪ Retain an overall or global view of

  information
• Analytic Thinkers

  ▪ Process the details of a picture, outlining

  the component parts in a logical

  progression

  ▪ Perceive information in an objective

  manner and do not need to connect it to

  their personal values or experiences
• Verbal Approach

  ▪ Represent, in their brains, information

  they read, see, or hear in terms of

  words or verbal associations
• Visual Approach

  ▪ Experience the information they read, see, or hear in terms of mental pictures or images
• LEARNING STYLES

  Holistic Thinker

  Analytic Thinker

  Verbal Approach

  Visual Approach
• Kolb’s Theory of Experiential Learning

  The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming the experience.
• 4 abilities for learning effectively:

  Abstract Conceptualization (AC) abilities:

  Creating theories to explain what is seen

  Concrete Experience (CE) abilities:

  Learning from actual experience

  Active Experimentation (AE) abilities:

  Using theories to solve problems

  Reflective Observation (RO) abilities:

  Learning by observing others
• 4 Learning Styles According to Kolb's Experiential Theory

  Holistic (Global) Thinker

  Analytic Thinker

  Verbal Approach

  Visual Approach
• Converger

  ▪ learns by Abstract Conceptualization(AC) and Active

  Experimentation (AE)

  ▪ Is good at decision making and problem solving and

  likes dealing with technical work rather than

  interpersonal relationships
• Diverger

  ▪ Stresses Concrete Experience(CE) and

  Reflective Observation(RO)

  ▪ Excels in imagination and awareness of meaning

  ▪ Is feeling oriented and people oriented and likes

  working in groups
• Accommodator

  ▪ Relies heavily on Concrete Experience (CE)

  and Active Experimentation (AE)

  ▪ Likes to actively accomplish things, often

  using trial-and-error methods to solve

  problems

  ▪ May be impatient with other people

  ▪ Acts on intuition and is a risk taker
• Assimilator

  ▪ Emphasizes Abstract Conceptualization

  (AC) and Reflective Observation (RO)

  ▪ Strengths are in inductive reasoning,

  creating theoretical models, and

  integrating ideas

  ▪ Prefers playing with ideas to actively

  applying them

  ▪ More concerned with ideas than with

  people
• Gregorc’s Cognitive Styles Model

  ▪ The mind has the mediation abilities of

  perception and ordering: that is, the

  perception and ordering of knowledge

  affects how the person learns
• Perception ability – the way you grasp

  incoming stimuli; on a continuum ranging

  from abstractness to concreteness
• Ordering ability – the way you arrange

  and systematize incoming stimuli; on a

  continuum from sequence to randomness
• Gregorc’s Cognitive Styles Model 4 Mediation Channels

  1. Concrete Sequential (CS)

  2. Concrete Random (CR)

  3. Abstract Sequential (AS)

  4. Abstract Random (AR)
• Concrete Sequential Learners

  ▪ Like highly structured, quiet learning

  environments, and do not like being

  interrupted

  ▪ Often focus on details

  ▪ Like concrete learning materials,

  especially those that are visual

  ▪ May interpret words literally
• Concrete Random

  ▪ Intuitive, use trial-and-error methods and

  look for alternatives

  ▪ Tend to order new information mentally into

  a three-dimensional pattern
• Abstract Sequential

  ▪ Holistic thinkers who seek understanding of

  incoming information

  ▪ Need consistency in the learning

  environment and do not like interruptions

  ▪ Have good verbal skills and are logical and

  rational
• Abstract Random

  ▪ Think holistically and benefit greatly from

  visual stimuli

  ▪ Like busy, unstructured learning

  environments and are often focused on

  personal relationships
• Field-Independent/ Dependent Model

  ▪ A cognitive style model associated primarily

  with Herman Witkin (1976)

  ✔ identified a continuum of perception that

  ranges from field-independent style in

  which items are perceived relatively

  independent of their surrounding field, and

  a field-dependent style in which a person

  has difficulty perceiving items aside from

  their surrounding field
• Field-Dependent Style- more global

  Field-Independent Style – more analytical
• Matching Learning Styles to Instruction

  ❖ Some students have shown increased

  levels of student achievement when learners

  with strong preference for a certain style

  were matched with a similar teaching or

  testing style

  ❖ More student satisfaction when the

  teacher matches the student’s learning style,

  but some have not