learning process

1. Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mc Lain, Buenavista, Guimaras
GRADUATE SCHOOL
FOUNDATION OF EDUCATION
EDUCATION 213
MARICEL M. MONTAJES
Discussant
VIVIAN C. ATIJON
Discussant
Presented to:
MA. XY J. YANGUAS, Ph. D.
Professor

3. LEARNING OUTCOMES
After completing the class, you will able to:
oIntroduce the background of Learning
oDefine learning and its importance
oKnow the types of Learning
oComprehend the Basic Theories of Learning
o Explain the Transfer of learning
oApply the Theories of Transfer of learning in real life situation

4. Learning is a relatively lasting change in
behavior that is the result of experience.
It is the acquisition of information,
knowledge, skills, understanding and
values.
INTRODUCTION
Learning are the most natural ang common in life
and everyone of us is learning one thing or other. An
individual start learning immediately after his birth.
He learns from their environment, experiences,
parents, teachers, friends, etc. In this process
change behavior of an individual is called learning.

5. .This is something people can do by themselves,
although it's generally made easier with education:
the process of helping someone or a group of
others to learn. With educational support, learning
can happen more efficiently.
When you think of learning, it's easy to focus on
formal education that takes place during childhood
and early adulthood. But learning is an ongoing
process that takes place throughout life and isn't
confined to the classroom. Learning as a process
means that through method, effort, focus, and
practice, we can get a lot better at gaining expertise.

6. Learning can be defined in many ways:
 A change in the behavior of the learner as a result of
experience. The behavior can be physical and overt, or it can
be intellectual or attitudinal.
 The process by which experience brings about a relatively
permanent change in behavior.
 The change in behavior that results from experience and
practice.
 Gaining knowledge or skills, or developing a behavior,
through study, instruction, or experience.

7.  The process of acquiring knowledge or skill through
study, experience, or teaching. It depends on
experience and leads to long-term changes in behavior
potential. Behavior potential describes the possible
behavior of an individual (not actual behavior) in a
given situation in order to achieve a goal.
 A relatively permanent change in cognition, resulting
from experience and directly influencing behavior.

8. Learning depends on many other skills: such as focusing
and centering your attention, planning and sticking to a
program; tenacity, resilience, and the ability to reflect on
information. Using a method to learn – or better said, learning
how to learn – is the difference between mastery and rote
review. This is how truly effective learning can be achieved.
The underlying ability a teacher must have to
orchestrate differentiated instruction day after day, hour after
hour, by assessing his/her learners and adjusting strategies
and tactics moment by moment, requires sophisticated
knowledge and skills.

9. What Is Learning?
Learning is a
process
Learning is a
product

10. Process of Learning
 Learning involves the individual
 Learning involves others
 Learning takes place somewhere
 Learning occurs over time

11. Products of Learning
 Learning is about ideas and concepts
 Learning is about behaviors and skills
 Learning is about attitudes and values

12. Cognitive Learning
Attitudinal or affective learning
Psychomotor learning
Types of Learning

13. Cognitive Learning
The acquisition of knowledge, facts, information, principles,
ideas, concepts, understanding, reasoning, etc.
Associate learning - Establishing the relationship between
words or ideas and their meanings, between words or ideas
and the things that they refer to, between principles and the
situations and conditions they are applied to, etc.
Problem-solving learning – Overcoming difficulties that
hamper the achievement of a goal by using knowledge and
skills acquired from other types of learning.

14. Attitudinal or affective learning
The formation of good and acceptable attitudes,
judgments, appreciations and values.
 Attitude is a settle way of thinking and feeling
about something.
 Individual has a firm grasp over the knowledge
acquired and develops certain attitudes of
mind.

15. Psychomotor learning
This involves the use of the muscles in bodily movement.
Bodily movement coordination - The harmonious
functioning of the different parts of the body in order to
achieve the preferred performance.
Manipulative dexterity - The adept use of hands and feet.

16. WhatAretheFourTypesof
LearninginEducation?
 Visual learning style
 Auditory learning style
 Kinesthetic learning style
 Reading/Writing

17. Visual
Visual learners are better able to retain information
when it’s presented to them in a graphic depiction,
such as arrows, charts, diagrams, symbols, and
more. Similar to how designers use visual
hierarchy to emphasize specific design elements,
visual learners thrive with clear pictures of
information hierarchy.

18. Whether you’re using a blackboard, whiteboard,
smartboard, or giving a presentation, make sure visual
learners have enough time to process and absorb visual cues.
When possible, visual learners should have access to
supplementary handouts that detail subject matter through
clear visuals whenever possible.
Additionally, allow these learners to
draw pictures, diagrams, or doodles
of what they are learning to reinforce
retention.
How to Teach This Learning Style
Type:VisualLearners

19. Auditory
Sometimes referred to as “aural”
learners, auditory learners prefer
listening to information that is
presented to them vocally. These
learners work well in group
settings where vocal collaboration
is present and may enjoy reading
aloud to themselves, too.

20. If you’re giving a lecture, make sure you are addressing your
auditory learners directly to get them involved in the
conversation. Have them do things like verbally detailing a
new concept they just learned, and ask them follow-up
questions while giving them the time they need to respond.
Group discussions, engaging videos, and audio recordings
are other great ways to engage auditory learners in your
classroom.
HowtoTeachThisTypeofLearning
Style:AuditoryLearners

21. Reading & Writing
Focusing on the written word, reading
and writing learners succeed with
written information on worksheets,
presentations, and other text-heavy
resources. These learners are note-
takers and perform strongly when they
can reference written text.

22. Preferring written word, reading, and writing
learners are drawn to textbooks, novels, articles,
journals, and anything that is text-heavy. Similar
to visual learners, you can find reading and writing
learners by paying attention to students who take
elaborate notes, reference the dictionary to learn
new words, or use online search engines to find
answers to their questions.

23. Writing essays, performing in-depth research, reading
textbooks, and more, reading, and writing learners prefer
more traditional methods of subject matter delivery.
However, make sure these learners have
ample time to absorb written course
material and give them every opportunity
to get their ideas down on paper or a
digital device.
HowtoTeachThisLearningStyle
Type:Reading&Writing
Learners

24. Kinesthetic
Taking a physically active role, kinesthetic
learners are hands-on and thrive when
engaging all of their senses during course
work. Are individuals who prefer to learn by
doing. They enjoy a hands-on experience.
They are usually more in touch with reality
and more connected to it, which is why
they require using tactile experience to
understand something better.

25. When possible, get kinesthetic learners up and moving. If
you’re teaching Shakespeare, for example, have them act
out a scene with a few of their kinesthetic-focused peers.
You can also create learning games that encourage these
types of learners to move about the classroom at different
points in the lesson.
HowtoTeachThisTypeofLearning
Style:KinestheticLearners

26. OtherTypesofLearningStyles
 Logical/analytical learners
 Social/linguistic learners
 Solitary learners
 Nature learners

27. Logical/analytical learners
As the name suggests, analytical learners depend
on logic and analytical skills to understand a particular
subject. These types of learners search for connections,
causes, patterns, and results in their learning. A
teacher can engage and motivate analytical learners by
posing questions that require interpretation, using
material that activates problem-solving skills and
stimulating students to reach conclusions based on
facts or reasoning.

28. Social/linguistic learners
These types of learners favor educational lessons
that include peer work or participation. Social/ linguistic
learners get two things out of this participation:
socializing (which they love) and a better understanding
of a subject. Teachers can motivate these types of
learners by using role-playing, group activities, and
encouraging student interaction (asking questions,
sharing stories, etc.).

29. Solitary learners
Otherwise known as solo learners, these students
are the opposite of social learners. Solitary learners
prefer to study alone without having to interact with
other learners. Individual work is a solo student’s forte.
Teachers can help these types of learners by using
activities that require individual work (including keeping
a diary) and problem-solving skills, recognizing a
student’s individual accomplishments, etc.

30. Nature learners
These types of learners excel when in contact with
nature. A nature learner’s ideal study environment is a
calm and relaxing environment. If we had to compare
nature learners with another type, it would be tactile
learners. The only difference is the nature part of this
deal, as nature learners need to be outside to learn better.
While learning in nature may not always be possible,
teachers can still nurture this learning style in students by
assigning hands-on activities, having classes outdoors
when possible, and using nature examples when
explaining a new lesson.

31. Since the way someone best consumes information
can be a deciding factor in their academic success,
understanding what kind of learner they are is vital. You
can do this by trying all four methods of learning, and then
deciding which one helps you remember best. Once you
know what kind of style fits you, you can tailor your
studies to fit your needs.
There are many factors that affect how someone
learns best, including the environment, and cognitive and
emotional factors. However, understanding your learning
style can help you learn more easily.

32. On the other hand, even teachers need to be aware of
the many different learning styles they might encounter when
teaching. Though it is easier for one individual to understand
and incorporate a specific learning style to get better results,
it is not that easy for a teacher with, say, 20 learners in one
classroom. However, this does not mean that a teacher
should just give up trying to understand and cater to their
learners’ needs altogether. A simple solution to this dilemma
might be using as many activities and exercises as possible
that cater to different learning styles. This way, a teacher has
a better chance of reaching a bigger ‘audience’, and every
student gets an opportunity to learn in their preferred
circumstances every once in a while.

33. Learning is meant to prepare students for the future
and help them realize their full potential as lifelong
learners. As a result, individuals are able to speak up
with the assurance that their thoughts and opinions will
be heard and taken into account in any circumstance.
Learning is important to society as a whole because it
helps different groups of people to share knowledge,
agree on mutual values, and understand one another
better.

34. The capacity to learn is a gift;
the ability to learn is a skill;
the willingness to learn is a choice.
-Brian Herbert-

35. What is a theory?
 A theory provides a general explanation
for observations made over time.
 A theory explains and predicts behavior.
 A theory can never be established beyond all doubt.
 A theory may be modified.
 Theories seldom have to be thrown out completely if
thoroughly tested but sometimes a theory may be widely
accepted for a long time and later disproved.

36. The five educational learning theories
Behaviorism learning theory
Cognitive learning theory
Constructivism learning theory
Humanism learning theory
Connectivism learning theory

37. Behaviorism learning theory
As Simply Psychology puts it: “Behaviorism is only concerned
with observable stimulus-response behaviors, as they can be
studied in a systematic and observable manner.”
Learning is based on a system of routines that “drill”
information into a student’s memory bank, as well as positive
feedback from teachers and an educational institution itself.
If students do an excellent job, they receive positive
reinforcement and are signaled out for recognition.

38. Cognitivism learning theory
Learning relies on both external factors (like information or
data) and the internal thought process.
Developed in the 1950s, this theory moves away from
behaviorism to focus on the mind’s role in learning.
According to the International Bureau of Education: “In
cognitive psychology, learning is understood as the
acquisition of knowledge: the learner is an information-
processor who absorbs information, undertakes cognitive
operations on it and stocks it in memory.”

39. Constructivism learning theory
The learner builds upon his or her previous experience
and understanding to “construct” a new understanding.
“The passive view of teaching views the learner as
‘an empty vessel’ to be filled with knowledge,”
explains Simply Psychology, “whereas constructivism
states that learners construct meaning only through
active engagement with the world (such as
experiments or real-world problem solving).”

40. A “learner-centric approach” in which the potential is the
focus rather than the method or materials.
Humanism learning theory
With the understanding that people are inherently good,
humanism focuses on creating an environment conducive
to self-actualization. In doing so, learners’ needs are met
and they are then free to determine their own goals while
the teacher assists in meeting those learning goals.

41. Connectivism learning theory
Informed by the digital age, connectivism departs from
constructivism by identifying and remediating gaps in
knowledge.
Strongly influenced by technology, connectivism focuses
on a learner’s ability to frequently source and update
accurate information. Knowing how and where to find the
best information is as important as the information itself.

42. Arethereothertheoriesin
education?
Like learners themselves, learning theories in education are
varied and diverse. In addition to the five theories outlined
above, there are still more options, including:
 Tranformative learning theory
 Social learning theory
 Experiential learning theory

43. Transformative learning theory:
This theory is particularly relevant to adult
learners. It posits that new information can
essentially change our worldviews when our life
experience and knowledge are paired with
critical reflection.

44. Social learning theory:
This theory incorporates some of the tacit tenets of peer
pressure. Specifically, students observe other students
and model their own behavior accordingly. Sometimes it’s
to emulate peers; other times it’s to distinguish
themselves from peers. Harnessing the power of this
theory involves getting students’ attention, focusing on
how students can retain information, identifying when it’s
appropriate to reproduce a previous behavior, and
determining students’ motivation.

45. Experiential learning theory:
There are plenty of clichés and parables about
teaching someone something by doing it, although it
wasn’t until the early 1980s that it became an official
learning theory. This approach emphasizes both
learning about something and experiencing it so that
students can apply knowledge in real-world situations.

47. Classical conditioning can be defined as a process
in which a formerly neutral stimulus when paired with an
unconditional stimulus, becomes a conditioned stimulus
that elicits a conditioned response. (Luthans 1995)
Ivan Pavlov, a Russian psychologist (Nobel Peace Prize)
developed classical conditioning theory of learning based
on his experiments to teach a dog to salivate in response
to the ringing of a bell.

48. Classical conditioning is much more than just a basic term
used to describe a method of learning; it can also explain
how many behaviors form that can impact your health.
Consider how a bad habit might form. Even though you
have been working out and eating healthy, nighttime
overeating keeps tripping up your dieting efforts.
Thanks to classical conditioning, you might have developed
the habit of heading to the kitchen for a snack every time a
commercial comes on while you are watching your favorite
television program.

49. Operant Conditioning is concerned primarily with learning as a
consequence of behaviour Response-Stimulus (R-S).
In Operant Conditioning particular response occurs as a
consequence of many stimulus situations.
•Operant conditioning argues that behaviour is a function of its
consequences.
•People learn to behave to get something they want or avoid
something they don’t want.
•Operant behavior means voluntary or learned behavior.
•The tendency to repeat such behaviour is influenced by the
reinforcement or lack of reinforcement brought about by the
consequences of the behaviour.
Reinforcement therefore strengthens behaviour and increases
the likelihood it will be repeated.

50. This Response-Stimulus (R-S) can be applied in
management to assess organizational behavior. From
an organizational point of view, any stimulus from the
work environment will elicit a response. The
consequence of such a response will determine the
nature of the future response.
For example, working hard and getting the promotion
will probably cause the person to keep working hard in
the future.

51. Cognitive Learning Theory
According to cognitive theorists, these processes are
critically important in a more complete, more
comprehensive view of learning.
Learning by insight
Wolfang Kohler (1887 – 1967): A German Psychologist
studied anthropoid apes and become convinced that they
behave intelligently and were capable of problem solving.
 In one experiment Kohler hung a bunch of bananas
inside the caged area but overhead, out of reach of the
apes; boxes and sticks were left around the cage.

52.  Kohler observed the chimp’s unsuccessful attempts to reach
the bananas by jumping or swinging sticks at them.
 Eventually the chimps solved the problem by piling the boxes
one on top of the other until they could reach the bananas.
Kohler’s major contribution is his notion of learning by insight.
In human terms, a solution gained through insight is more
easily learned, less likely to be forgotten, and more readily
transferred to new problems than solution learned through rote
memorization.

53. Latent Learning and Cognitive Maps
Edward Tolman (1886 – 1959) differed with the prevailing ideas on
learning.
(a) He believed that learning could take place without reinforcing.
(b) He differentiated between learning and performance. He
maintained that latent learning could occur. That is learning could
occur without apparent reinforcement but not be demonstrated
until the organism was motivated to do so.

54. Social Learning Theory
Albert Bandura contends that many behaviours or
responses are acquired through observational learning.
Observational learning, sometimes called modelling,
results when we observe the behaviours of others and
note the consequences of that behaviour.
Social learning theory is a behavioral approach. The
approach basically deals with learning process based
on direct observation and the experience.

55. Social learning theory integrates the
cognitive and operant approaches to
learning. It recognizes that learning does not
take place only because of environmental stimuli
(classical and operant conditioning) or of
individual determinism (cognitive approach) but is
a blend of both views.

56. Appliedlearningtheoriesdirectlyimpact
aclassroomexperienceinavarietyof
ways,suchas:
 Providing students with structure and a comfortable,
steady environment.
 Helping educators, administrators, students and
parents align on goals and outcomes.
 Empowering teachers to be, as Bates says, “in a better
position to make choices about how to approach their
teaching in ways that will best fit the perceived needs of
their students.”

57.  Impacting how and what a person learns.
 Helping outsiders (colleges, testing firms, etc.) determine
what kind of education you had or are receiving.
 Allowing students a voice in determining how the class
will be managed.
 Deciding if instruction will be mostly teacher-led or
student-led.
 Determining how much collaboration will happen in a
classroom.

58. Why are learning theories important?
It is part of the human condition to crave knowledge.
Consequently, numerous scientists, psychologists, and
thought leaders have devoted their careers to studying
learning theories. Understanding how people learn is a
critical step in optimizing the learning process.
Foundational knowledge of how humans learn, and
specifically how a child learns and develops cognitively,
is essential for all educators to be their most effective
instructors in the classroom.

59. “Just as no two people are the same, no two
students learn in the exact the same way or at the
exact same rate. Effective educators need to be able
to pivot and craft instruction that meets the needs
of the individual student to address the needs of the
‘whole child.’ Sound knowledge in multiple learning
theories is a first step to this and another reason
why great teachers work their entire careers to
master both the art and the science of teaching.”

60. TRANSFER LEARNING
Transfer learning is an optimization that allows rapid
progress or improved performance when modeling
the second task. Transfer learning is the
improvement of learning in a new task through the
transfer of knowledge from a related task that has
already been learned.

61. Transfer of learning plays a very important role in our
day to day life. It is rare that the situation in which we
learn is identical to the situation in which we apply and
use that learning. Education is preparation of life.
Whatever we learnt in the school, we are expected to
apply that same in life.
For Example:-we learnt arithmetic in the classroom and
apply it while shopping.

62. Transfer of learning consists two words:
 An act of moving something or some to another place.
 An act of gaining knowledge, skill by experience, study,
being taught or creative.
Transfer of learning is a process in which something learnt
in one situation is used in another situation.

63. Transfer of Learning… - is the ability to apply
knowledge learned in one context to new contexts.
Transfer of learning occurs when the learner:
 recognizes common features among concepts,
skills, or principles;
 links the information in memory; and sees the value
of utilizing what was learned in one situation in
another.

64. Theories of Transfer of Learning
 Theory of mental discipline
 Theory of identical elements
 Theory of generalization
 Theory of configuration

65.  tells that education is a matter of training in the
mind or disciplining the mind.
 also known as the Faculty Theory Today, this
theory of transfer is unpopular with most
psychologists and professional educators.
 It asserts that the skill or training gained in the
study of one subject will improve the performance
of the same skill in the study of another subject.
Theory of Mental Discipline

66. Theory of Identical Elements
- was formulated by Thorndike maintains that the amount
of transfer depends upon the identical elements that are
common in both situation.
Identical elements such as:
 method
 content
 aim
 attitude present in both situations facilitate learning

67.  was formulated by Charles H. Judd
 it means that experiences obtained in one
situation are applicable to other situation.
 It puts emphasis upon the value to understand,
organize, and generalize specific experiences.
Theory of Generalization

68.  Is based on Gestalt theory of learning
 It asserts that the learner sees the learning situation
as a whole, not the parts.
 Transfer implies that what is learned in one situation
can be shifted directly to another situation only when
similarity (in content, method, or attitude) of the two
situations is perceived by the learner.
Theory of Configuration

69. Learning is a complex process that brings together
cognitive, emotional, and external (environmental and
social) influences and experiences that involves learners
acquiring, enhancing, or adjusting her/his knowledge,
values, skills, or views of the world. Though different
learning theories involve contrasting ideas, in many cases
the theories are not mutually exclusive but demonstrate
overlapping or connecting ideas. Therefore, as a teacher,
you will find yourself moving seamlessly through all
learning theories.

70. REFERENCES:
http://www.dynamicflight.com/avcfibook/learning_ process/
http://www.authorstream.com/Presentation/tchisiri -1567544-
learning-process/
https://www.cdl.org/understanding-the-learning-process-to-
effectively-differentiate-instruction/
https://www.flightliteracy.com/introduction-to-the-learning-process/
https://teach.com/what/teachers-know/learning-styles/