This document outlines principles of learning, including learning theories such as behaviorism, cognitivism, humanism, constructivism, and social learning theory. It discusses Bloom's domains of learning, including cognitive, psychomotor, and affective domains. The educational spiral and components of specific learning objectives are also explained. The overall goal is to understand learning as a process and product, major learning theories, the importance of the educational spiral, how to relate instructional activities to Bloom's domains, and describe qualities and elements of specific learning objectives.

1. PRINCIPLES OF LEARNING
Dr Sridevi NH
MBBS MD community medicine
Chikmagalur

2. Learning objectives
1. Understand learning as a process and a product.
2. Understand major Theories of Learning.
3. Recognize the importance of Educational Spiral.
4. Understand Bloom’s Domains and be able to relate
any instructional activity to the domain/s it targets.
5. Describe the qualities and identify elements of
specific learning objectives.

3. Contents
 Learning
 Theories of learning
 Bloom’s domains
 Educational spiral
 Specific learning objectives
 Cone of learning
 References

4. What is learning?
 Process that brings relatively permanent
change in behavior.
 It means aquiring something new.
 Learning is an active and continuous
process.
 Both conscious and unconcious.

5. Conditions that affect learning
 Intelligence
 Age
 Learning situation
 Motivation
 Physical health
 Mental health

6. Theories of learning
 Behaviourism
 Cognitivism
 Humanism
 Constructivism
 Social learning theory.

7. Behaviorism
 Assumes that a learner is essentially passive
and responds to environmental stimuli.
BehaviourPositive
reinforcement
Negative
reinforcement

8. Cognitivism
 In 1960s
 Focuses on inner mental activities.
 Cognitivists use the metaphor of mind as
computer

9. Humanism
 People act with intentionality and values.
 Here study of person as a whole, motivation
and goals are of interest.
 Learning is student centered.
 The goal is to develop self actualized people
in a cooperative, supportive environment.

11. Constructivism
 Learning is considered as an active, constructive
process. Learner is a constructor.
 Knowledge is constructed based on personal
experiences and hypotheses of the environment.
 Major themes
Social interaction- cognitive development.
More knowledgeable other
The zone of proximal development

12. Social learning theory.
 Observation of others behaviour, attitudes
and outcomes of those behaviours.
 Learning by social participation.

13. Blooms domains of learning
 Cognitive : mental skills
 Psychomotor: manual or physical skills
 Affective: growth in feelings or emotional
areas.

14. Cognitive domain

16. Affective domain

17. Education
 Education is a process the main goal of
which is to bring about a behavioural change
in the learner.
 Educational objective is defined as “what the
student should be able to do at the end of a
learning period, that they could not do
before”.

18. Educational spiral

19. Specific learning objectives
 Specific - Is it precise?
 Measurable - Is the objective quantifiable/
measurable?
 Achievable -Are we attempting too much?
 Realistic - Are adequate resources available ?
 Timed - Is the time limit specified ?

20. Components of learning
objectives
 Activity – What the learner is expected to do
(Verb)
 Content – describes the subject / object or those
in relation to which the activity has to be
performed
 Condition – under what circumstances should the
activity performed or given what tools/ equipment/
logistic
 Criterion – define the desirable level of
proficiency

22. Learning objectives
1. Understand learning as a process and a product.
2. Understand major Theories of Learning.
3. Recognize the importance of Educational Spiral.
4. Understand Bloom’s Domains and be able to relate any
instructional activity to the domain/s it targets.
5. Describe the qualities and identify elements of specific
learning objectives

23. Thank you

24. References
 Pre-service Innovative Teaching Methodologies
Participants Workbook The Teacher Training Workshop Team
Department of Medical Education St. John’s Medical
College, Bangalore, India. Pages 4-23
 N Ananthakrishnan , medical education principles and
practice 2nd edition alumni association of national teachers
training center JIPMER, Pondicherry, India. Pages 8- 21