Nature of Learning

Nature of learning
 Ornstein (1990), defines learning “as a reflective
process whereby the learner either develops new
insights and understanding or changes and
restructures his or her mental processes.”

 Lardizabal (1991) defines that “ learning is an

integrated, on going process occuring within the
individual, enabling him to meet specific aims,
fulfill his needs and interests, and cope with the
learning process.” This process involves unfreezing,
problem diagnosis, goal setting, new behavior, and
refreezing.
Slavin (1995) defines learning as a change in an
individual caused by experience. Changes caused
by development (such as growing taller) are not
instances of learning. Neither are characteristics of
individuals are present at birth (such as reflexes
and responses to hunger and pain).
Calderon (1998) defines learning as the acquisition
through maturation and experience of new and
more knowledge, skills, and attitudes that will
enable the learner to make better and more
adequate reactions, responses, and adjustments to
new situations.
CHARACTERISTICS OF LEARNING
 Learning is developmental- as the individual grows
and develops, he acquires various types of knowledge,
habits, and skills which maybe essential to his
successful adjustment during different stages of
development. These depend on his native capacities,
degree of maturation attained, and previous
experience.
 Learning is interactive- it is only when the learner
reacts to the environmental stimuli that he is going to
learn. This reaction may be in form of verbal
communication, perceptual discrimination,
reinterpretation of old concepts, behavioral
manipulation, and habit re-learning.
 Learning is basic- learning is fundamentally a kind of
relationship that exists between stimulus and
responses. Because this connection between stimulus
and response exists, learning is basically a matter of
forming association can be strengthened by constant
exercise. When the connection becomes established, it
then takes the character of a habit.
Learning is the core of the teaching process. What the
student learns, however depends on what the teacher
does.

The teacher is guided by psychological principles of

learning and the basic laws of learning, namely, 1. law
of readiness 2. law of exercise, and 3. law of effect.
The teacher as the key factor and facilitator of learning
provides the conditions for effective learning, which are;
1. An atmosphere which encourages learners to be active.
2. An atmosphere which promotes the individual discovery
of the personal meaning of ideas.
3. An atmosphere in which individual feel they are
respected and accepted, and
4. An atmosphere in which evaluation is a cooperative
process with emphasis of self evaluation.
Method refers to the teacher’s systematic procedure
of getting the lesson across to the child. Method also
facilitates learning and is considered effective if it (1)
makes use of the principles of learning, (2) utilizes self-
activity, (3) considers individual differences, (4)
stimulates thinking, and (5) provides for growth and
development.
 There are various methods and the choice of method is
influenced by the two schools: the traditional and the
progressive. These two schools differ in (1) objectives,
(2) role of the teacher (3) curriculum, and (4) discipline.
Characteristics of Adult Learners
 Adult learner desire that learning be:
 Relevant;
 Task-oriented;
 Participatory (two-way communication)
 Varied (demonstration, role play; not just lectures);
and
 Built on past experience.
Principles of Adult Learning
 Learning is most productive when students are ready
to learn.
 Learning is most effective when it builds on what
students already know or have experienced.
 Learning is most effective when students are aware of
what they need to learn.
 Learning is made easier by using a variety of training
methods and techniques.
Principles of Adult Learning
 Opportunities to practice skills initially in controlled
or simulated situations.
 Repetition is necessary to become competent or
proficient in a skill.
 The more realistic the learning situation, the more
effective the learning.
 To be effective, feedback should be immediate,
positive, and nonjudgmental.
Guides to facilitate learning
Explain the objective Monitor trainee’s
Provide ample practice
and outcomes of the readiness for
opportunities.
training. assessment

Provide frequent
Explain the learning
advice and feedback to Nine Events of
and assessment
facilitate the learning Instruction
process.
process.

Ensure that
Use training
presentation and
equipment and
training methods are
materials correctly.
appropriate.
Nine Events of Instruction
Enhance
retention
Gain
Attentio
transfer
n Inform
Assess learner of
Performance objectives

Nine Stimulate
Events of recall of
Provide prior
Instruction learning
Feedback

Present
stimulus
Provide
Elicit material
learner
Performance guidance
 Competency
Based Training
Delivery
 Students Review
enter the learning YES
program package Satisfactorily
performed
• Orientation competency
• Role of the View multi-
trainer/trainee media Instructor Instructor
• Administer observes rates
RPL/TNA
performance performance
• Identify training
needs
• Organize Use manuals
learning strategy NO

Receives Observe Students

instruction demonstration Students
rates own
for specific attempts task
performance
competency
Have enough
Practice skills competency
• Administer Learning in workshop been
Agreement/provide achieve?
materials
• Introduce CBLM Receive EXIT YES
Materials
• Use
assistance and PROGRAM
achievement/progress feedback
charts
Feedback Mechanism

Feedback
Is a dialogue between people
which reflects back how another
person sees someone else
behavior or performance.
 Types of Feedback
Positive
Serves to sustain behavior that
is appropriate and effective.
Negative
•Serves to change behavior that
is inappropriate or ineffective.
Principles in giving Feedback
 Give feedback when only ask to do so or when your offer is
accepted.
 Give feedback as soon after the event as possible
 Focus on the positive
 Feedback must be given privately wherever possible, especially
with more negative feedback
 Use skills such as rapport or mirroring, developing respect and
trust with the learner.
 Stay in the “here and now” don’t bring up old concerns
 Focus on behaviors that can be changed, not personality traits.
 Describe specific behaviors but do not assume motives.
Principles in giving Feedback
 Use I and give your experience of behavior
 When giving negative feedback, suggest alternative behaviors.
 Feedback is for the receiver and not the giver – be sensitive to
the impact of your message.
 Consider the content of the message of the message, the
process of giving feedback and the congruence between your
verbal and non-verbal messages
 Encourage reflection. This will involve posing open questions:
 Did it go as planned? If not, why?
 If you are to do it again, what would you do the same and
what would you do differently? Why?
 How did you feel during the session?
 What did you learn from this session?
 Do not overload
Tools in providing Feedback

1. Answer Key
2.Performance criteria
checklist
3.Progress chart and
achievement chart
Tools in providing Feedback

1. Progress Chart
• Unit of competencies
2. Achievement chart
• Learning outcomes
• Projects
• Activities
3. Trainees Record Book
Thank you....