The document discusses pedagogy and its role in learning skills. It defines learning as a process that leads to change through experience. Effective learners are clear on their goals, actively acquire knowledge, and use a variety of skills to enhance learning. There are different learning styles and laws of learning that explain how students learn best, such as when interested, relaxed, and taking an active role. Applying knowledge involves using what is learned in new scenarios outside the classroom.

1. COMPREHEND LEARNING PEDAGOGY AND
ROLE IN LEARNING SKILLS
Monika Malik
Research Scholar
Department of Education, BPSMV
Khanpur Kalan, Sonipat

2. INTRODUCTION:
 “The more I live, the more I learn. The more I learn,
the more I realize, the less I know.”
― Michel Legrand
 “Tell me and I forget, teach me and I may
remember, involve me and I learn.”
— Benjamin Franklin

3. PEDAGOGY

4. TO BE CONTD….

5. LEARNING
 Learning is
“a process that leads
to change, which occurs
as a result
of experience and
increases the potential
for improved
performance and future
learning” (Ambrose et al,
2010, p.3). The change in
the learner may happen
at the level of knowledge,
attitude or behavior.

6. BLOOMS TAXONOMY 2001

7. LEARNING STYLES-
WHAT TYPE OF LEARNER ARE YOU?

8. WHO ARE EFFECTIVE LEARNERS?
 Those who are clear about what they need to learn
 Actively acquire knowledge and skills
 Use a range of skills to enhance their ability to lean,
retain and recall information and skills

9. KNOW YOUR LEARNING STYLE
 Knowing about our learning style helps us to :
 Be more productive
 Increase achievement
 Be more creative
 Improve problem solving
 Make better decisions
 Learn more effectively

10. LEARNING SKILL:
 Time Management
 Organizational Skill
 Critical Thinking
 Creativity
 Curiosity
 Adaptabilty
 Digital Literacy
 Critical Thinking
 Communication Skills
 Collabration

11.  WHAT TO LEARN?
1. Skills that are of your interest
2. Skills that are compulsory to learn for social and
personal life
3. Skills that are in demand

12.  Law of readiness. Students learn more easily when they have a desire to learn. Conversely,
students learn with difficulty if they're not interested in the topic.
 Law of effect. Learning will always be much more effective when a feeling of satisfaction,
pleasantness, or reward is part of the process.
 Law of relaxation. Students learn best and remember longest when they are relaxed. Reducing
stress increases learning and retention.
 Law of association. Learning makes sense (comprehension) when the mind compares a new
idea with something already known.
 Law of involvement. Students learn best when they take an active part in what is to be learned.
 Law of exercise. The more often an act is repeated or information reviewed, the more quickly
and more permanently it will become a habit or an easily remembered piece of information.
 Law of relevance. Effective learning is relevant to the student's life.
 Law of intensity. A vivid, exciting, enthusiastic, enjoyable learning experience is more likely to be
remembered than a boring, unpleasant one.
 Law of challenge. Students learn best when they're challenged with novelty, a variety of
materials, and a range of instructional strategies.
 Law of feedback. Effective learning takes place when students receive immediate and specific
feedback on their performance.
 Law of recency. Practicing a skill or new concept just before using it will ensure a more effective
performance.
 Law of expectations. Learners' reaction to instruction is shaped by their expectations related to
the material (How successful will I be?).
 Law of emotions. The emotional state (and involvement) of students will shape how well and
how much they learn.
 Law of differences. Students learn in different ways. One size does not fit all!
HOW TO LEARN?
LAWS OF LEARNING

13. TO BE CONTD…
 Compare. How are these things
alike?
 Classify. Into what groups could
you organize these things?
 Induce. Based on this
information, what is the likely
conclusion?
 Deduct. What predictions can
you make, or what conclusions
can you draw?
 Analyze errors. How is this
information misleading?
 Construct support. What is an
argument that will support this
claim?
 Abstract. What is the general
pattern underlying this
information?
 Analyze perspectives. What is
the reasoning behind this
perspective?
 Think critically. Be and see
accurately. Be open-minded.
 Think creatively. Push the limits
of one's knowledge. Find new
ways of looking at a situation.
 Self-regulate. Be aware of one's
own thinking. Evaluate the
effectiveness of one's own
actions.

14. HOW TO APPLY?
 “Knowledge without application is like a book that is
never read” ~Christopher Crawford
 In his taxonomy, Bloom suggests
that application means students take what they’ve
learned and apply it to a different scenario, often one
outside of the classroom. For example, students could
use a math formula they’ve learned to calculate a
family budget or apply a legal ruling to a specific case
in news headlines.

15. TO BE CONTD…..
 Establish An Action Plan And Review Your
Goals
 Seek Out Experiential Learning Opportunities
 Get Out In The World And Make Some Mistakes
 Put What You’ve Been Learning Into Use
 Support Others In Their Learning