Learning By Dr. Zafar Iqbal, Ph.D Education MEDIU

3. By
Zafar Iqbal

4.  Learning (definitions)
 Theories of Learning
 Types of Learning
 Laws of Learning
 Ways to increase learning
 Significant factors in learning and Application
of learning theories.

5.  the acquisition of knowledge or skills through
study, experience, or being taught.
 "these children experienced difficulties in
learning"
 synonyms: study, studying, education,
schooling, tuition, teaching, academic work,
instruction, training; research, investigation;

6.  Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences and may involve synthesizing
different types of information. The ability to
learn is possessed by humans, animals and
some machines.

7.  Learning is a stance taken by an
individual that allows for the
acquisition of information,
attitudes, and practices, through
observation, seeking previous
knowledge, searching out guides,
and looking within as well as
without.

8. A change that occurs in
response to thinking or
other sensual stimuli.

9.  Learning is a lifelong process of
gaining and using information
presented to us. The ability to learn
is endless, as long as the desire is
present. Learning is only successful
when the information gained is used
and understood.

10. Learning is the process by which one acquires,
consumes, and stores or accepts information.
 Our experiences with learned information
compose our bodies of knowledge.
 Learning is a process unique to each individual.
 Some learn quickly, scanning the information
and mastering the concept or skill seemingly
effortlessly. Others stumble while processing
information, taking longer to grasp the concept
or requiring numerous exposures over a
sustained period of time.

11. Learning is the accumulating of
experiences and the
consequential growth and new
understanding of the world
around us.

12. Think for 3 Minutes and
set your own definition
of Learning.

14. 1. Behaviorism
2. Cognitivism
3. Social Learning Theory
4. Multiple Intelligences

15. • It is confined to observable
and measurable behavior.
• Learning is defined by the
outward expression of new
behaviors and context-independent.
• Biological basis for
learning.
• Focuses on observable
behaviors.

16. Behaviorism in the
classroom
• Rewards and
Punishments
• Responsibility for
student learning rests
directly with the teacher.
• Lecture-Based and
Highly Structured

17. • It does not account for
processes taking place in
the mind that cannot be
observed.
• Advocates for passive
student learning in a
teacher-centric
environment.
• One size fits all.
• Knowledge itself is given
and absolute.
• There is programmed
instruction and teacher-proofing.

18. How Important is the theory of
behaviorism for our School?

19. • Grew in response to
Behaviorism.
• Knowledge is stored
cognitively as symbols.
• Learning is the process
of connecting symbols in
a meaningful and
memorable way.
• Studies focused on the
mental processes that
facilitate symbol
connection.

20. • Inquiry-Oriented
Projects
Cognitivism in the classroom
• Provide opportunities
for the testing of
hypotheses.
• Curiosity is encouraged.

21. • Grew out of
Cognitivism.
• Learning takes place
through observation
and sensorial
experiences.
• Social Learning Theory
is the basis of the
movement against
violence in media and
video games.

22. • Through identification, children come to believe
they have the same characteristics as the model.
• When they identify with a nurturing and competent
model, children feel pleased and proud.
• When they identify with an inadequate model,
children feel unhappy and insecure.

23. • Collaborative Learning
and Group Work
• Modeling Responses
and Expectations
• There are
opportunities to
observe experts in
action.

24. • All people are born with 8 intelligences:
1. Verbal-Linguistic
2. Visual-Spatial
3. Logical-Mathematical
4. Kinesthetic
5. Musical
6. Naturalist
7. Interpresonal
8. Intrapersonal
• Enable students to power their strengths and
purposefully target and develop their weaknesses.

25. Multiple intelligences in the
classroom
• Delivery of instruction
via multiple mediums.
• Student-Centered
Classroom
• Authentic Assessment
• Self-Directed Learning

26. • Lack of quantifiable evidence that MI exist.
• Lack of evidence that use of MI as a curricular and
methodological approach has any discernible
impact on learning.
• Suggestive of a departure from core curricula and
standards.

27. Group Task
A How Learning Theories may be useful for teachers?
B Five definitions of Learning.
C Cognitivism: Application and Association in our daily classes. Give
Examples
D Social learning theory in the classroom. How we can integrate this
with our Lesson Plan
E How we can develop MI Multiple Intelligence in Learning. Suggests
activities

28.  Three Major Types of Learning

 1) Learning through association - Classical
Conditioning
 2) Learning through consequences –
Operant Conditioning
 3) Learning through observation –
Modeling/Observational Learning

29.  Observational learning is learning that occurs
through observing the behavior of others. Albert
Bandura, who is known for the classic Bobo doll
experiment, identified this basic form of learning in
1961. The importance of observational learning
because it may help, especially children, acquire new
responses by observing others' behavior.
 Bobo doll
 This form of learning does not need reinforcement to
occur, but instead, requires a model. A social model
can be a parent, sibling, friend, or teacher, but—
particularly in childhood—a model is someone of
authority or higher status.

31.  Consequences are superb teachers. Their lessons
touch you profoundly and stay with you for life.
 Many of the abstract concepts you come across
are quickly forgotten. The consequences you
experience, on the other hand, are nearly
impossible to forget.
 Through consequences you learn, in a personally
meaningful way, what works and what doesn’t.
Through consequences you learn what’s
important and why

34.  Law of Readiness
The Law of Readiness means a person can learn when
physically and mentally adjusted (ready) to receive
stimuli. Individuals learn best when they are ready to
learn, and they will not learn much if they see no reason
for learning.
 If trainees have a strong purpose, a clear objective and a
sound reason for learning, they usually make more
progress than trainees who lack motivation. When
trainees are ready to learn, they are more willing to
participate in the learning process, and this simplifies the
instructor's job. If outside responsibilities or worries weigh
heavily on trainees' minds or if their personal problems
seem unsolvable, they may have little interest in learning

35.  Law of Exercise
The Law of Exercise stresses the idea that repetition is
basic to the development of adequate responses; things
most often repeated are easiest remembered.
 The mind can rarely recall new concepts or practices
after a single exposure, but every time it is practiced,
learning continues and is enforced. The instructor must
provide opportunities for trainees to practice or repeat
the task.
 Repetition consists of many types of activities,
including recall, review, restatement, manual drill and
physical application.
 Remember that practice makes permanent, not perfect
unless the task is taught correctly.

36.  Law of Effect
This law involves the emotional reaction of the
learner. Learning will always be much more
effective when a feeling of satisfaction,
pleasantness, or reward accompanies or is a result
of the learning process.
 Learning is strengthened when it is accompanied
by a pleasant or satisfying feeling and that it is
weakened when it is associated with an unpleasant
experience. An experience that produces feelings of
defeat, frustration, anger or confusion in a trainee
is unpleasant. Instructors should be cautious about
using negative motivation.

37. 1. Acknowledge your surroundings
2. Assessing your environment,
3. Preparing yourself for the learning ahead.
4. PREPARATION ( timing, book, text, etc)
5. Travel
6. Listen

39. Group Task
A Select the Learning style for you and your
students.
B Suggest the activities to increase the learning
C Explain the Law of Exercise
D Give examples of Law of Association
E Describe the Types of Learning

40. Medical
IGCSE
Engineering
Commerce
ICT
Mathematics