HE MODULE 3

• The person develops a general diffuse reaction to stimuli

  Signal Learning
• The series of acquisition of a series of related conditioned responses or stimulus response connections

  Chaining
• Chain of concepts on relationships between concepts "If.... then" relationship

  Rule Learning
• Process of Learning Medical terminology like Appendectomy

  Verbal Association
• Learning how to classify stimuli into groups represented by a common concept

  Concept Learning
• Must be able to recall and apply previously learned rules that relate to the situation

  Problem Solving
• _e_rn_e_ is the single most important person in education process

  Learner
• An ____ enhanced learning by facilitating education to occur

  Educator
• Gaps in knowledge that exist between the desired level of performance and actual level of performance

  Learning Need
• When learner is receptive to learning

  Readiness to learn
• How learner best learn

  Learning style
• The point at which teaching must take place; anything affected by physical and psychological comfort can affect learner's ability and readiness to learn

  Timing
• Learning style are influenced by the brain hemispheres, as to what learning abilities will dominate

  Left/Right /Whole Brain Learning style Model
• analytical thinkers, verbal, factual , good in numbers and language ,orderly

  Left Hemisphere
• creative , non- verbal, emotional, intuitive , imaginative, good with music and arts

  Right Hemisphere
• Emphasizes that each student has a specific learning style and that learner’s physical, emotional, and sociological, physiological and psychological needs must be satisfied within the learning environment

  Dunn and Dunn Learning Style Model
• Suggests that our personality traits affect the way we learn, retain, and recollect information in everyday life. It helps us counsel students according to their personality type, their expectations, and their belief

  Myers Briggs Learning Styles
• Tend to rely on structure and on receiving direction. Without a strong support system, you will tend to be overwhelmed by stress, lose confidence, and get into academic difficulty.

  Field Dependent Learner
• tend to prefer autonomy; you like direction your own learning.Needs minimal support from others

  Field Independent Learner
• Learning is viewed as four-stage cycle

  Kolb's Learning Styles
• Serve as a basis for observation

  Concrete experience
• The individual reflects on these observations and begins to build a general theory of what this information might mean


  Reflective Observation
• The learner forms abstract concepts and generalizations based on their hypothesis.

  Abstract Conceptualization
• The learner tests the implications of these concepts in new situations

  Experimentation
• Designed to determine the learning preference for the individual. The assessment contains forty questions which are designed to elicit explicit responses.

  Gregorc Styles Delineator
• Prefers hands-on learning experiences which engage each of the five senses. Learners prefer step-by-step, detailed directions . They learn best from organized lesson planning, presentations and instructional formats

  Concrete Sequential
• A spontaneous learner who quickly assimilates facts and knowledge. This learner prefers trial and error methodology to learn, enjoying the experimentation process. They tend to not seek for input from mentors, guides, teachers or others in leader positions.

  Concrete Random
• Learner is able to quickly learn through a variety of means, decoding verbal, written and visuals. Visuals are highly essential to this type of learner. They require learning environments which are organized, formatted and filled with valid knowledge.

  Abstract sequential
• learners organize information through reflection, and thrive in unstructured, people-oriented environments

  Abstract Random
• Provides a common framework for understanding the way in which individuals and groups go through the process of interpreting, assimilating, acting on and integrating knowledge.

  4MAT
• They are primarily interested in personal meaning. They need to have reasons for learning-- ideally, reasons that connect new information with personal experience and establish that information's usefulness in daily life

  Innovative Learners
• are primarily interested in acquiring facts in order to deepen their understanding of concepts and processes. They are capable of learning effectively from lectures, and enjoy independent research, analysis of data, and hearing what "the experts" have to say.

  Analytic Learners
• They are primarily interested in how things work; they want to "get in and try it." Concrete, experiential learning activities work best for them--using manipulatives, hands-on tasks, kinesthetic experience, etc.

  Common Sense Learners
• They are primarily interested in self-directed discovery. They rely heavily on their own intuition, and seek to teach both themselves and others. Any type of independent study is effective for these learners. They also enjoy simulations, role play, and games.

  Dynamic Learners
• Suggested that all people have different kinds of "intelligences.

  The Multiple Intelligences
• Enjoy writing, reading, telling stories or doing crossword puzzles.

  Linguistic
• Interested in patterns, categories and relationships. Drawn to arithmetic problems, strategy games and experiments.

  Logical-Mathematical
• Process knowledge through bodily sensations. Often athletic, dancers or good at crafts such as sewing or woodworking.

  Bodily-Kinesthetic
• Think in images and pictures. May be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building things or daydreaming.

  Spatial
• Often singing or drumming to themselves. Usually quite aware of sounds others may miss. Often discriminating listeners.

  Musical