Learning is a very complex process as it involves cognitive faculties of mind.

They can be broadly

classified into: attention, memory, language fluency, processing and organizing, writing skills and
higher order critical thinking. These faculties not only interact with each other, but also with emotions,
external environment, behaviour, social skills, instructors and family environment.

Learning can take place at optimal level when it is in coherence with individual’s emotional and
cognitive profile and sufficient motivation exists for a learner to initiate learning.

We pay attention to things that are most exciting or interesting to us and gets easily distracted by
something not interesting to us. We tend to switch to a more interesting topic, or just peter out. Thus
it is required to construct lessons that contain real life concrete examples that may relate to learner.
Instructor may relate today’s frustrations of life to ‘Charles Dickens’, and hold discussions of
frustrations and disappointments that students have personally experienced.

Memory is the complex process that helps a person to receive, use, store, and retrieve information. It
is composed of three systems: short term memory, working memory, and long term memory. It is
important to note that understanding a thing does not guarantee its remembrance. You may hear a
joke today but fail to remember it when telling it to you friends on Monday. There are various
mnemonics techniques which can be used to enhance your memory. Instructors can try to relate new
information with prior knowledge for establishing cognitive links and make new information
meaningful to them. For example, a teacher may demonstrate concept of probability by using game
of dice or playing cards. He may ask students for self-testing. The students are asked to extract
information, formulate test questions and then answer them. This technique is good for students
having difficulty with both short-term and working memory and often forgetting the directions given
to solve problems.

Language fluency is very essential for a learner to communicate effectively, understand and store
verbal and written information, understand what others say and maintain relationships with others.
We use expressive language processing system when we speak and write, and we use receptive
language processing system when we read and listen.

A learner with problem in language processing will have problem in communicating effectively,
understanding and storing verbal and written information. A staging procedure for learners having
problems in expository writing will help in improving their writing ability. Using this procedure,
learners first generate ideas. Then they may organize those ideas. Next they may look at sentence
structure. Then they pay attention towards spelling errors. Finally, they conform to mechanical and
grammatical conventions. It is also advised to write down their most common occurring errors in a
notebook and consult the same while self-correcting.

A learner with receptive language challenges may have problem in listening and wear out easily. Thus
it is required to have short, highly structured lectures with frequent breaks. Oral instructions may also
be provided in written form. Using visual communication such as pictures and videos to reinforce
verbal communication is useful for learners with receptive learning problems.

Organization of information is very important in learning process. We process and organize

information in two main ways: simultaneous (spatial) and successive (sequential). Simultaneous
processing is the process we use to organize information in space. A good sense of direction, reading
maps, and solving puzzles like Rubik’s cube are examples of simultaneous organization. Successive
processing is what we use to order information in time and sequences. Concepts of time, dates and
order, mathematical procedures like division and multiplication, sentence order in paragraphs are
examples of sequential processing. Learners good at successive organization find no problem with
time management and logical assembling of an essay.

Learners having problems with understanding simultaneous or spatial or geographical learning may
need successive verbal explanations given to them. They may be benefited by writing written
explanations and descriptions of information contained in visual elements like charts, graphs or
diagrams.

Learners proficient in simultaneous learning but having problems with successive learning may benefit
from graphic organizers, and making diagrams or flow charts of sequential information.

The writing process requires simultaneous coordination among neural, visual and muscular systems.
Written work is not an act of will but handiwork of coordination among these functions. Learners with
graphomotor challenges may find problems in handwriting or quick muscular coordination required
on computer keyboard.

Higher order thinking (HOT) includes concept formation, concept connection, problem solving,
synthesizing and grasping the ‘big picture’, visualizing, creativity, questioning, inferring, creative,
analytical and practical thinking, and metacognition. Metacognition is going above cognition – thinking
about thinking, knowing about knowledge, and knowing about how you think, process information,
and learn. HOT may be taught by teaching how to build concept maps. Choices may be given for
project and exams that include analytical, practical and creative thinking options. For example, an
analytical choice can be to compare and contrast the earthquake in Japan to other catastrophes in the
world. A practical choice might be to show how we can apply the lessons learnt from earthquake crisis
to how we deal with our classmates in schools. A creative choice might be write a play about
compassion and tolerance, or write a poem or paint a picture that tells a story about how you feel
about the conditions in Syria war.

A learner with metacognition can answer question about himself, “What is my personality?” He
understands the way he thinks, and he understands his strengths and challenges in specific skill areas,
subjects and activities.

The sense (or definition) of learning process comes from metacognition. A learner with metacognition
is aware of his learning process and also monitors and controls how he learns. He can take an
assignment and decide how best to complete it by using his strategies and skills effectively. He knows
how he would best learn a scientific concept, mathematical procedure or engineering skill. He could
ascertain which strategy would be more useful in mastering a specific task – an outline, a graphic utility
or a mind map.

Emotions regulate our learning process. We learn fast if are concentrated, peaceful and calm and stop
learning on being tensioned, anxious, or afraid. Thus instructors should try to create non-threatening
classroom environment where mistakes are welcomed as learning opportunities which reduces
tension, opens the mind and enhances chances for learning.

Motivation plays a great role in learning. Teachers can be great role-models and can inspire learners
to learn effectively.