This document discusses various definitions, characteristics, principles, domains, and theories of learning. It begins by defining learning as a process of adopting new behaviors through experience in order to overcome obstacles. Some key points discussed include: - Learning results in enduring changes in behavior and involves adjusting to new situations. - Important factors in learning include motivation, practice, feedback, and the learning environment. - Learning involves cognitive, psychomotor, and affective domains and can be measured based on knowledge, skills, and attitudes gained. - Learning theories discussed include behavioral, cognitive, and constructivist approaches. Conditioning and reinforcement play a role in behavioral theories of learning.

1. LEARNING
DEFINITIONS,
CHARACTERISTICS,
PRINCIPLES,
DOMAINS,
FACTORS INFLUENCING LEARNING,
THEORIES OF LEARNING,
RELATIONSHIP BETWEEN TEACHING
AND LEARNING

2. DEFINITIONS OF LEARNING
 Learning is the process by which an organism is
satisfying its motivation, adopts and adjusts its
behavior in order to overcome obstacles and
barriers.-Hunter and Hilgard
 Learning is not an addition of experience , nor is
it old experience summed up , rather it is the
synthesis of old and the new experiences which
results in completely new organization or
pattern of experience.-Heidgerken.

3. DEFINITIONS OF LEARNING(CONTINUED)
 Learning is acquisition of habits, knowledge
and attitudes.It involves new way of doing
things and it operates in an individual ‘s
attempt to overcome obstacles or to readjust
to new situations. It represent progressive
change in behavior.It enables him to satisfy
interest to attain goals.-Crow and Crow

4. DEFINITIONS OF LEARNING(CONTINUED)
 ‘an activity can be called learning so far as it
develops the individual and makes it
behavior and experiences different from
what that would otherwise have been.-
Woodsworth RH.
 Learning is an enduring change in behavior,
or in the capacity to behave in a given
fashion, which results from practice or other
forms of experience.-Shunk,1996

5. MAIN FACTORS IN DEFINITIONS OF LEARNING
 Brings change in behaviour usually for
betterment.
 Change takes place through practice and
behaviour and not due to maturation.
 Change in behaviour should be relatively
permanent lasting for years, months or
weeks.

6. CHARACTERISTICS OF LEARNING:
By yoakman and simpson
1) Learning is adjustment.
2) Learning is purposeful.
3) Learning is experience.
4) Learning is growth.
5) Learning is intelligent.
6) Learning is active.
7) Learning is both individual and social.
8) Learning is-the product of the
environment..
9) Learning affects the conduct of the

7. CHARACTERISTICS OF LEARNING(CONTINUED)
 Learning helps in making choice.
 Learning helps to bring changes.
 Learning help in continuous professional
development.
 Learning helps keep in tune in with trends
and development in particular fields.

8. PRINCIPLES OF LEARNING
For effective learning:
 Teacher guidance
 Self discovery/generalization of past
experience.
 Background experience, sufficient mental
maturity, readiness & desire of learner.
 Goal directed provisional trials.
 New has meaning related to old.
 Motivation of learner.
 Provision for transfer.
 No anxiety and mental illness.

9. 10 PRINCIPLES OF LEARNING
By The Joint Task Force on Student
Learning(JTFSL): learning is –
1) A constant interaction between learner
environment.
2) An outcome of stimulation and motivation of
learner.
3) An active process.
4) Ongoing developmental and cumulative
process.
5) An outcome of cooperation and support.

10. 10 PRINCIPLES OF LEARNING(CONTINUED)
By The Joint Task Force on Student
Learning(JTFSL): learning is –
6) An essential influence of environment.
7) Through practice ,feedback and evaluation.
8) A formal as well as an informal act.
9) An individual phenomenon.
10) An act of self awareness.

11. PRINCIPLES OF LEARNING/LAWS OF LEARNING
Edward Thorndike has developed the first three
laws of learning .
Law of readiness – implies the degree of
preparedness and eagerness to learn.
Law of exercise – things that are most often
repeated are best remembered.
Law of effect – based on the emotional reaction
and motivation of the student. Learning is
strengthened with pleasant or satisfying feeling
while unpleasant feelings tend to do otherwise.

12. PRINCIPLES OF LEARNING/LAWS OF LEARNING
THE ADDITIONAL THREE LAWS
Law of primacy – learning should be done
correctly for the first time since it is difficult to
“unlearn” or change an incorrectly learned
material.
Law of recency – things that are most
recently learned are often best remembered.
Law of intensity – the more intense
something is taught, the more likely it will be
retained.

13. PRINCIPLES OF LEARNING/LAWS OF LEARNING
Law of doing /experience
Law of motivation
Law of repetition
Law of association
Law of relevency

14. DOMAINS OF LEARNING
• Cognitive
• Psychomotor
• Affective
• Knowledge
• Skills
• Attitudes

15. DOMAINS OF LEARNING
COGNITIVE DOMAIN
BIOHAZARD

16. COGNITIVE DOMAIN
Level Description Verbs Objective
Knowledge To recall or recognize
information in some pre-
arranged form.
Define List Define levels of
cognitive domain.
Comprehen
sion
To understand meaning of
information based on prior
learning.
Describe Explain
Interpret
Explain purpose of
cognitive domain.
Application To utilize information to
complete a task with limited
direction.
Compute Solve Use Write objective for
levels of cognitive
domain.
Analysis To classify and relate
assumptions or evidence.
Contrast Examine Compare cognitive &
affective domains.
Synthesis To integrate or combine
ideas into a new product or
plan.
Design Develop
Organize
Design way to write
objectives that
combines 3 domains.
Evaluation Critique idea based on
specific standards and
criteria.
Appraise
Judge
Justify
Judge effectiveness of
writing objectives using
taxonomy.

17. PSYCHOMOTOR DOMAIN
Level Description Verbs Objective
Perceiving Recognizing movement position or
pattern.
Listen Observe Discover headstand
movement principles.
Patterning/s
et
Reproducing movement position or
pattern.
Imitate Practice Perform headstand
following modeling.
Accommod
ating/guide
d response
Using or modifying movement
position or pattern.
Adjust Modify Use headstand in
routine.
Refining Demonstrating efficient control in
performing pattern.
Improve
Master
Perform headstand with
pointed toes.
Varying Performing movement pattern in
different ways.
Design Develop Perform headstand in
three positions.
Improvisin
g/adaptatio
n
Originating novel movement or
movement combinations.
Construct Invent Combine headstand
with new skill.
Composing
/origination
Creating unique movement pattern. Create Invent Create floor exercise
routine.

18. AFFECTIVE DOMAIN
Level Description Verbs Objective
Receiving Being aware of, or attending
to something in the
environment.
Listen
Notice
Tolerate
Listen attentively to
badminton introduction.
Responding Showing some new behavior
as a result of experience.
Comply Enjoy
Follow
Voluntarily help set up
badminton nets.
Valuing Showing some definite
involvement or commitment.
Carry out Express Attend optional
badminton match.
Organizatio
n
Integrating a new value into
one's general set of values
relative to other priorities.
Choose
Consider Prefer
Purchase own
badminton racket.
Characteriz
ation
Acting consistently with the
new value; person is known
by the value.
Act on Depict
Exemplify
Join intramurals to play
badminton twice per
week.
Receiving Being aware of, or attending
to something in the
environment.
Listen
Notice
Tolerate
Listen attentively to
badminton introduction.

19. FACTORS AFFECTING LEARNING
1. Internal factors
 Age
 Intelligence
 Attention
 Interest
 Holistic health
 Maturation
 Observation &learning
 Fatigue
 Insight
2. External factors
 knowledge
 Meaningfulness
 Exercise and repetition
 By parts learning
 Teaching and Learning
environment
 Learning Situation
 Motivation and Learning:
 Clarity
 Task Orientation:
 Student involvement
 Variety
 Teacher enthusiasm

20. THEORIES OF LEARNING
 Sensory Stimulation Theory:
 Behaviorist learning theory
 Operant Conditioning
 Drive Reduction Theory/psychodynamic
learning theory
 Cognitive-Gestalt theory:
 Facilitation theory (the humanist
approach)

21. THEORIES OF LEARNING (CONTINUED)
 Conditioning
Theory/Connectionist/Associations Theories
 Learning by Trial and Error
 Learning by Observation and imitation
 Learning by Doing
 Learning by remembering
 Learning by insight
 Learning is measured by performance of
activities:

22. SENSORY STIMULATION THEORY
Sight,
83.00%
Touch,
1.50%
Taste, 1%
Hearing,
11%
Smell, 4%
Learning through the senses

23. Learners retain……
of what they read
of what they hear
of what they see
of what they see & hear
of what they say as they talk
of what they say as they do a
thing
10%
20%
90%
70%
50%
30%

24. BEHAVIORIST LEARNING THEORY
 All species of animals learn in similar (equal ways
with the same guiding principles)
 To understand learning processes, focus on
stimulus and responses
 Internal process should be excluded from the study
of learning.
 Learning is evidenced by a behavior change.
 Organisms are blank slates at birth
 Learning is a result of environmental events

25. OPERANT CONDITIONING
 Learning where frequency of a behavior
depends on the consequence that follows
that behavior
 The frequency of behaviour will increase if
the consequence is reinforcing to the
subject.
 The frequency of behaviour will decrease if
the consequence is not reinforcing or
punishing to the subject.

26. OPERANT CONDITIONING(CONTINUED)
Reinforcement
 Any consequence that
increases the
likelihood of the
behavior it follows.
Punishment
 Any consequence that
decreases the
likelihood of the
behavior it follows

27. REINFORCEMENT
Positive
reinforcement
 Anything that
increases the
likelihood of a behavior
by following it with a
desirable event or
state
 The subject receives
something they want
(added)
 Will strengthen the
behavior
Negative
reinforcement
 Anything that increases
the likelihood of a
behavior by following it
with the removal of an
undesirable event or
state
 Something the subject
doesn’t like is removed
(subtracted)
 Will strengthen the
behavior.

28. POSITIVE/NEGATIVE REINFORCEMENT
BOTH ARE GOOD THINGS!!!

29. PUNISHMENT
Positive punishment
 Something is added to
the environment you
do NOT like.
 Punishment by
Application
Negative punishment
 Something is taken
away that you DO LIKE.
 Lose a privilege.
 Punishment by
Removal

30. POSITIVE/NEGATIVE PUNISHMENT

31. COGNITIVE-GESTALT THEORY:
 Importance is on experience, meaning,
problem-solving and the development of insights
.
 concept -individuals have different needs and
concerns at different times, and that they have
subjective interpretations in different contexts.
 Key to learning and changing is individuals
cognitions(perception, thought, memory, and
ways to processing and structuring information.)
 Eg –short note on orange

32. FACILITATION THEORY (THE HUMANIST
APPROACH)
 Developer Carl Roger
 Learning will occur by the educator acting as
a facilitator.
 Atmosphere- comfortable not threatened by
the external factors.

33. THEORIES OF LEARNING (CONTINUED)
 Learning by Trial and Error
 Slow
 Laborious
 Primitive type.
Example: child will learn by imitation and trial and
error method.
 Learning by Observation and imitation`
 Observation promotes attention, discrimination
and recognition.
 Skills are learned by observation method only.
Examples: During demonstration.

34. THEORIES OF LEARNING (CONTINUED)
 Learning by Doing, eg-nursing procedure.
 Learning by remembering, eg –
memorising events and dates.
 Learning by insight, eg-problem solving.
 Learning is measured by performance of
activities, teachers observation of
students performance in theory and
learning.

35. RELATIONSHIP BETWEEN TEACHING AND
LEARNING
1. Both teaching & learning may be formal or informal.
2. Both are goal oriented.
3. Good teaching results in good learning.
4. One can observe teaching but not learning.
5. Both teaching and learning require skills, creativity,
and intelligence and operate on definite principles.
6. Good teaching requires good communication skill &
good learning requires good listening skills.
7. Only good learners become good teachers.

36. THANK YOU