The document outlines cognitive learning frameworks, emphasizing the hierarchy of learning, skills development, and strategies for memory retention and application. It discusses various types of cognition such as logical and creative thinking and highlights the key factors influencing learning, including motivation and prior knowledge. Additionally, it covers adult learning principles focused on autonomy, experience, and the practical application of skills in real-world scenarios.

1. Skill Hierarchy of Learning

2. Gateways of experienceCognition: knowing, thinking and concept formationPerception: organized experienceSensation

3. Law of perceptionLaw of simplicityLaw of similarityAirplaneAirplane?

4. Law of perceptionLaw of proximityLaw of continuationWho is she?

5. Law of perceptionLaw of closureLaw of figure-ground

6. Cognition: logical thinkingLogical thinkingInductive reasoningBy making observation and gathering information until a general conclusion is reachedDeductive reasoningBy making conclusion from an idea on which a statement is based

7. Cognition: creative thinkingDivergent thinkingThinking that follows new pathways and explores alternative possibilities

8. Cognitive skills hierarchyEvaluationSynthesisAnalysisApplicationComprehensionKnowledge

9. LearningLearning: more or less permanent change in behavior or behavioral tendency as a result of experienceEyes:83%CognitionNose:3.5%Ears:11%Receive info through Eyes Ears Touch Smell TasteTongue:1%Touch: 1.5%

10. Key ingredients for learningThree major factors influencing how much and how well we learn;AbilityPrior knowledgeMotivationValueConfidenceMotivationMotivationMoodvalueConfidenceMood

11. Skills hierarchy of learningEvaluationSynthesisAnalysisApplicationComprehensionKnowledge

12. KnowledgeKnowledge of specificKnowledge of ways of dealing with specificKnowledge of trendsKnowledge of classifications and categoriesKnowledge of criteria and methodologyPrinciples, generalizations, theories, and structures

13. ComprehensionMaking sense of concepts, and showing understandingDemonstrate ability to interpret their knowledgeShow that a participant could do itAssociate, compare, describeDifferentiate, discuss, distinguishEstimate, extrapolate, predict

14. ApplicationShow that a participant will actually do itClassify the problem, Select an abstraction (theories, principles etc)Use abstraction to solve the problem Apply, calculate, classifyDemonstrate, examine, illustratePractice, relate, solve, use, utilize

15. AnalysisMore advanced form of application of knowledgeRequiring skills in organizing and structuring components of a solutionOrder, group, analyzeDetect, explain, summarize

16. SynthesisConstructing complete solutions out of componentsRequiring more complete understanding of overall processArrange, combine, constructCreate, design, developIntegrate, organize, planPrepare, prescribe, propose

17. EvaluationAbility to make judgmentReflecting a higher level of cognitive skillAbility to assess accuracy of reported facts

18. Ability to apply given criteria to judge

19. Ability to find logical fallacies

20. Ability compare major theories and pieces of workAppraise, assess, determineEvaluate, judge, measureRank, select, recommend

21. Getting participants to remember: cognitive strategiesClustering: arrange information for easier perception, understanding and recallSpatial: visual display of info that is easy to comprehend, retain and recallAdvanced organizer: organized short introductory info packages

22. Here are 12 words for you to remember. Giving a limited time to do it – 20 SecondsTennis, Japan, tiger, football, Belgium, lion, Swimming, England, dog, Baseball, Holland, bearSportsCountriesAnimalsChess Russia MousePing-pong Norway ChickenHockey Thailand CatBasketball Holland WolfClustering

23. Here are 12 words for you to remember. Giving a limited time to do it – 20 SecondsSportsCountriesAnimalsAerobic Ethiopia ElephantBadminton Finland FrogChess Germany GooseDiving Holland HorseClustering and advanced organizer

24. WHO Clinical Stage IIISpatialStage IStage IIStage IIIWeight loss >10%Chronic diarrhea > 1MFUOPersistent oral candidiasisCurrent PTBOHLPneumoniaAcute necrotizinggingivitis

25. Getting participants to remember: cognitive strategiesImage rich comparisons: analogies and metaphors comparisons building bridge between prior knowledge and new learningRepetition: allow learners to rehearse content and practice it in organized ways until it sticks in mindMemory aids: groups of easy-to-remember letters, words, images that help store and retrieve more complex materials

26. &Sources fromImage-rich comparisonReactive for both HIV 1 and HIV2

27. Which drugs should you use to cover most of common STD syndromes?AzithromycinABBenzathine PenicillinMemory aidsCCefiximeDDoxycycline

28. Getting participants to remember: meta-cognitive skillsPlanningRoad map of each session including what should be learned andwhat participants should doSelectingReview key points with learnersCreate frequent exercises emphasizing key pointsConnectingHave learners recall prior knowledge and link new learning directly to it

29. Getting participants to remember: meta-cognitive skillsTuningProvide practice, example and cases that require learners to apply learning immediatelyMonitoringUse observation checklist to record applicationPlace learners in on-the-job learning situation

30. Key adult learning principlesReadiness: always focus on participant’s needsNeeds before trainingQuestions during trainingQuestions after training