2. CONTENT
• Definition
• Types of learning
• Learning of theories
• Learning process
• Characteristic of learning
• Factors affecting learning
3. Learning can be defined as relatively
permanent change in behavior that occurs as
a result of experience or reinforced practice.
(the change in behavior include some overt
actions and/or like the way person theorists
view learning as the change in the cognitive
structure or in the way of perceiving events
and giving meaning to them.)
4. Learning can be defined as the mental activity by
means of which knowledge, skills, attitudes,
appreciations and ideas are acquired, resulting in the
modification of behavior.
(Learning in purposeful and permanent.)
Learning can be defined as measurable and relatively
permanent change in behavior through experience,
instruction, or study.
5. Learning is “the relatively permanent
change in person’s knowledge or
behaviour due to experience” .
Mayer, 1982
According to Gates and others
“learning is the modification of
behaviour through experience and
training”
6. Types of learning ( CAP)
Learning on the basis of domain or specific area of
behavioral change
Cognitive learning: learning of concepts and principles,
comprehension and generalization, analysis and problem
solving, etc.
Affective learning: learning of habits; developing
attitudes, interest and appreciation, etc.
Psychomotor learning: walking, dancing, typing,
inserting catheter, doing operation, taking vital signs etc.
7.
8. Auditory learning
retains information through hearing and speaking
notices different aspects of speaking
Other noises may become a distraction resulting in a need
for a relatively quiet place.
Types of learning style
9. Visual learner
Visual learner learn best by looking at graphics, watching a
demonstration or reading
Can read body language well
For them, its easy to look at charts and graphs
Able to memorize and recall various information
10. Kinesthetic learner ( touch)
Kinesthetic learners process information best
through a ‘’hand on ‘’experience.
Actually doing an activity can be easiest way for
them to learn
Is generally good in math and science
11. Learning theories are conceptual frameworks
describing how information is absorbed, processed,
and retained during learning.
All the learning theories are based on the concept of
man and his behavior.
Learning theories are concerned with the questions
like how the people learn or how the behavior change.
Learning Theories
12. The psychologists have explained 3 main theories which
are given below:
1. Theory of mental discipline or faculty theory, humanistic
theory
2. Theory of behaviorism/ Behaviorist theory
3. Theory of cognitivism/ Cognitive theory
13. oThis theory assumes that mind is composed of several
independent faculties like memory, attention, imagination,
judgment etc.
oLearning by practice and drill are considered important and
in this higher mental faculties has important role.
oThis theory assumes that transfer is automatic and gives little
importance to motivation.
oThis theory states that the learning is transferable to whatever
mental tasks the learner may confront, if the mind is trained
and higher faculties are active.
1. Theory of mental discipline or faculty
theory, humanistic theory
14. Humanistic Theories.
They focus on the ability of human beings to think consciously
and rationally, to control their biological urges, and to achieve
their full potential. In the humanistic view, people are
responsible for their lives and actions and have the freedom
and will to change their attitudes and behavior.
15. oLearning should be involved in direction of own learning
context.
oAffective learning is as important as the cognitive learning.
e.g. feeling growth, personal development etc.
oLearning should be done for one’s own sake(interest). It is
the part of growth and development resulting in self
actualization.
oThe relationship between the learner and the teacher is very
important; should be open and caring environment.
Major concepts
16. oThe teacher should also facilitate in learning by help, not
only teach.
oThe teacher should treat and respect each learner as a
person/individual.
oThe teacher should accept the attitude of the learner.
17. Behavioural is a learning theory that only focuses on
objectivity observable behaviours and it behaviour is acquired
through conditioning. Or it is a method of studying behaviour
focused its attention totally on the overt or observable
behaviour which is measured by a learners response to stimuli.
Theory of behaviorism/ Behaviorist theory
18.
19. Important people in behaviourism
1. Classical conditioning: Russian physiolog Ivan Pavlov
(1849-1936).
Learning by association.
A stimulus is presented in order to get a response
2) Thorndike’s law of learning: Edward L. Thorndike (1874-
1949)
This theory, which views man as a collection of responses to
specific stimuli; each specific reaction is an exact response to
specific stimuli, is also called Stimulus-Response Theory. Trial
and error
3) BF skinner developed the theory of Operant
Conditioning
20. Ivan pavlon (1849-1936) was a Russian psychologist who
discovered this theory of learning after experimenting with
the functioning of the digestive system with a dog.
Pavlov kept a dog hungry for quiet sometime and fed the
dog in the experiment table with a tube that collected the
dog’s saliva.
Dog was kept as comfortable as possible and all the
distractions were removed.
Classical Conditioning Theory: Pavlov’s
experiment
21. The researchers were hidden out of the sight of the dog but
all the movement of dog was observed through the set of
mirrors.
Automatic technique was used in providing the food to the
dog.
Bell was rung before the food was presented to the dog.
Dog got salivated by the sight of the food.
In this condition, the dog’s salivation is the natural
response (NR) to the food; the natural stimulus (NS).
22. Bell was rung all the time before presenting the
food.
Next time, only the bell was rung but food was not
presented.
Even without food insight, the dog got salivated.
In this condition, dog’s salivation is the conditional
response (CR) to the bell which is the conditioned
stimulus (CS).
28. Implication of Pavlov’s Theory in Learning
Learner should learn by conditioning. The term
conditioning over here is used for modification of
stimulus.
Reward should be provided for the correct behavior of
the learner but not for all.
The optimum time interval should be kept in between
the presentation of conditioned stimulus and
unconditioned stimulus because if the period of time
between the performance and positive reward is
increased, reinforcement becomes ineffective.
29. Principles of classical conditioning theory
is helpful in developing the habit and
attitude. There it can be utilized in building
up the good habits and removing the bad
habits in the children.
30.
31. Edward L. Throndike 1847-1949, an American
psychologist, is the chief exponent of this theory..
Throndike is known for his development of law of
effect, a theory regarding the effect of reward and
punishment on learning.
Learning is interpreted in terms of association or
connection between stimulus and response
He propounded the theory of Trial and Error
Learning theory
of connectionism
32. experiment of Throndike
His classic experiment used a hungry cat as the subject, a
piece of fish as the reward, and a puzzle box as the instrument
for studying trial and error learning.
The experimental set up was very simple. A hungry cat was
confined in a puzzle box and outside the box a dish of food
was kept
The cat, in the box had to pull a string to come out of the
box. The cat in the box made several random movement of
jumping, dashing and running to get out of the box
The cat at last succeeded in pulling the string.
The door of the puzzle box opened, the cat came out and ate
the food.
He promptly put the cat to next trial.
33.
34. The cat again gave a lot of frantic behavior but it soon
succeeded in pulling the string.
It repeated for several time.
Thorndike noticed as the repetition increases the error
also reduced i.e., Thorndike's cat showed slow, gradual and
continuous improvement in performance over successive
trials.
He concluded that learning of cat in the puzzle box can be
explained in term of formation of direct connectionism
between stimulus and response.
35.
36.
37. Features of Trial and Error Learning
1.Learning by trial and error is gradual process.
2. For learning to occur, the learner must be definitely motivated.
3.The learner makes random and variable response.
4. Some responses do not lead to the goal (annoying response)
5. Some responses lead to the goal. (satisfying responses)
6. With the increase in number of trials, the annoying responses will
tend to be eliminated and the satisfying responses will be strengthened
and repeated.
7. The time taken to perform the task (to repeat the satisfying
response) decreases with successive trials.
38. Implication of Thorndike’s theory in learning
Law of readiness: the learner has to have drive or
readiness to learn new knowledge, skills and
attitudes. The teacher has to remember that those
learning experiences, which arouse learner’s
attention, interest and curiosity, will motivate the
learner to learn. Having a clear goal can act as drive
for learning for the students.
39. Law of Effect: When learner sees that
the learning experiences will bring them
some kind of satisfaction, they are more
likely to respond or establish
connection with such meaningful
learning experiences, whereas the
connection between the stimuli that do
not bring them satisfaction will be
weakened as learning becomes
meaningless.
40. Law of exercise or repetition: the
connection between stimuli and
response gets stronger if such
bond is allowed to occur in
number of times. Therefore, more
opportunities should be provided
to the students to use and repeat
the learning experiences.
Law of use and disuse.
41. Theory of Operant Conditioning
Operant conditioning was coined by behaviorist B.F.
Skinner, which is why it is occasionally referred to as
Skinnerian conditioning. (Sometimes referred to
as instrumental conditioning).
Learning occurs through rewards and punishments for
behavior. Through operant conditioning, an association is
made between a behavior and a consequence for that
behavior.
Behavior is sandwiched between
Antecedents (a stimulus that comes before the
behavior)
Consequences (a stimulus that comes after a
behavior)
43. Reinforcement is any event that strengthens or increases
the behavior it follows. There are two kinds of reinforcers:
Positive reinforcers are favorable events or outcomes
that are presented after the behavior. In situations that
reflect positive reinforcement, a response or behavior is
strengthened by the addition of something, such as praise
or a direct reward.
Negative reinforcers involve the removal of an
unfavorable events or outcomes after the display of a
behavior. In these situations, a response is strengthened by
the removal of something considered unpleasant.
In both of these cases of reinforcement, the
behavior increases.
44. Punishment, on the other hand, is the presentation of an
adverse event or outcome that causes a decrease in the
behavior it follows. There are two kinds of punishment:
Positive punishment works by presenting
a negative consequence after an undesired behavior is
exhibited, making the abehavior less likely to happen in the
future.
Negative punishment happens when a certain desired
stimulus/item is removed after a particular undesired
behavior is exhibited, resulting in the behavior happening
less often in the future.
In both of these cases of punishment, the
behavior decreases.
45. Shaping
Technique of reinforcement used to teach new
behaviors. At the beginning, people/animals are
reinforced for easy tasks, and then increasingly need to
perform more difficult tasks in order to receive
reinforcement.
For example, originally the rat is given a food pellet
for one lever press, but we gradually increase the number
of times it needs to press to receive food, the rat will
increase the number of presses.
46. Extinction
The elimination of the behavior by stopping
reinforcement of the behavior. For example, a rat who
received food when pressing a bar, receives food no
longer, will gradually decrease the amount of lever
presses until the rat eventually stops lever pressing.
Generalization
In generalization, a behavior may be performed in more
than one situation. For example, the rat who receives
food by pressing one lever, may press a second lever in
the cage in hopes that it will receive food.
47. Discrimination
Learning that a behavior will be
rewarded in one situation, but not
another. For example, the rat
does not receive food from the
second lever and realizes that by
pressing the first lever only, he
will receive food.
48. Implication of operant conditioning in learning
Learning objectives should be defined clearly as the
achievement of which, seen as reward by the learner.
The learning materials selected and arranged should
increase learner’s chance to succeed- arrange them from
simple to complex and from known to unknown.
Use of reinforcers like grades and praise motivates
students to learn.
Use of positive as well as negative gestures during
teaching learning interactions serves as reinforcers to
shape learner’s behaviors.
49. Periodical use of reinforcers
reduces the possibility of extinction
of desired behaviors.
The fact that each student has
different pace to learn must be
considered while organizing the
learning experiences.
50. Gestalt psychologists believed that
knowledge comes from more than just
experience.
In Gestalt theory, psychologists say that
instead of obtaining knowledge from
what's in front of us, we often learn by
making sense of the relationship between
what's new and old.
Because we have a unique perspective
of the world, humans have the ability to
generate their own learning experiences
and interpret information that may or
may not be the same for someone else
Cognitive
theory of
learning
51. Learning does not appear to occur in a regular,
continuous way from a pattern of trial and error
and a gradual buildup of correct associations.
Instead subjects exhibit what Kohler called
insight.
Broadly, cognitive theory is interested in how
people understand material, and thus in; aptitude
(natural ability to do something) and capacity to
learn
It is also the basis of the educational approach
known as constructivism, which emphasizes the
role of the learner in constructing his own view or
model of the material, and what helps with that.
52.
53. Four features generally characterized
insightful learning
Transition from presolution to solution
is sudden and complete (no partial-
solution states).
Performance based on insight is smooth
and error-free (requires exposure to all
relevant elements).
Solutions obtained through insightful
learning are retained longer than those
from trial and error.
Principles gained through insight
learning are easily applied to other
problems (e.g., transposition).
54. General Assumptions of Cognitive Theories
Some learning processes may be unique to human beings.
Cognitive processes are the focus of study.
Objective, systematic observations of people's behavior should be
the focus of scientific inquiry, however, inferences about
unobservable mental processes can often be drawn from such
behavior.
Individuals are actively involved in the
learning process.
Knowledge is organized
55. Learning involves the formation of mental
associations that are not necessarily reflected
in overt behavior change
Learning is a process of relating new
information to previously learned information.
56. General
Educational
Implications of
Cognitive
Theories:
Cognitive processes influence
learning.
As children grow, they become
capable of increasingly more
sophisticated thought.
People organize the things they
learn.
New information is most easily
acquired when people can associate
it with things they have already
learned.
People control their own learning.
57. Learning process
Learning is the change in behavior
that results from the experience
gained by a person by responding or
interacting with his/her environment.
Learning is therefore a process, not
the product and goes through certain
steps.
Steps of learning process
1) Goal
2) Stimuli
3) Perception
4) Response
5) Consequence
6) Integration
58. GOAL
The result or achievement toward which effort
is directed is known as goal.
The drive and urges, which create need deficits,
act as motives to motivate person to interact with
environment to reach the goal, i.e. to gain the
satisfaction through the need fulfillment
In a learning situation, the learner wishes to
learn those new response patterns or
abilities/behavior which will be required to
reach some desired consequences or end
results that he/she wants to attain.
If learning is goal oriented for present or
future purpose, it will direct the learner to
face the stimuli (bring changes or
modifications in his/her behaviors).
59. Stimuli
A person is presented with various stimuli in the form of object, or
person or symbol to which he attends or responds selectively through
his/her various sensory organs (ear, nose, tongue, eyes and skins) guide
him to choose which stimuli to respond to or which new behavior to
learn.
The process of choosing certain
stimuli for further processing is the
selection.
Individuals cannot assimilate all that
stimuli that are most relevant to
him/her.
60. The type, size, intensity and mobility of
the stimuli; motives (drive and urges) of the
person; his readiness of mind; and interest
and attention of the person, etc. affect this
process of selection.
Since the learner will select only those
stimuli among the many presented before
him that will likely to lead him/her towards
the goal or objectives, a teacher need to
select and arrange learning situation to
provide learners maximum opportunity to
identify the stimuli and select the needed
ones from among many.
61. Percep
tion
The environment around people is
always full of stimuli, but many are not
aware of all of those.
Unless the subconscious mind becomes
aware or conscious of the stimuli by
appraising the situation and relating to the
past experience people cannot interact
with the environment.
Even if people are aware of those
stimuli, everybody does not view them the
same way as their perception differ
individually.
62. Perception is the process whereby people select,
organize and interpret sensory stimulation and
obtain meaning from it.
The process of assimilating stimuli in a
meaningful and organized way is known as
perceiving.
After selection of relevant stimuli, a person
organizes the stimuli received, into groups on the
basis of similarity or proximity basis so as to
make it more meaningful and understandable.
63. Response
Response is the act of responding to
the stimuli, objects, events or ideas
and relating it with the existing
concept or mental picture which
helps to identify it.
65. Integration
With the process of association and
differentiation, which helps in clarification
and decreasing of irrelevant information, a
mental picture is formed and integrated as
the concept.
This process of assimilating new response
with previously made responses and then
relating the new response with the old one is
called integration.
66. Readiness for learning
Learning by repetition
Principle of primacy
Principle of relevancy of
learning
Principle of recency
Principle of sequence of
learning
Law of exercise/principle of
active participation
law/principle of
reinforcement
Principles of
learning
67. Readiness
for
learning
Readiness implies a degree of
concentration and eagerness.
Individuals learn best when they
are physically, mentally, and
emotionally ready to learn, and
do not learn well if they see no
reason for learning.
Getting students ready to
learn, creating interest by
showing the value of the subject
matter, and providing
continuous mental or physical
challenge, is usually the
instructor’s responsibility.
68. If students have a strong purpose, a clear
objective, and a definite reason for learning
something, they make more progress than if they
lack motivation.
In other words, when students are ready to
learn, they meet the instructor at least halfway,
simplifying the instructor’s job.
69. Since learning is an active process, students
must have adequate rest, health, and physical
ability.
Basic needs of students must be satisfied
before they are ready or capable of learning.
Students who are exhausted or in ill health
cannot learn much.
If they are distracted by outside
responsibilities, interests, or worries, have
overcrowded schedules or other unresolved
issues, students may have little interest in
learning.
70. Learning by
repetition
The principle of exercise or learning by repetition
states that those things most often repeated are best
remembered.
It is the basis of drill and practice. It has been
proven that students learn best and retain
information longer when they have meaningful
practice and repetition.
The key here is that the practice must be
meaningful. It is clear that practice leads to
improvement only when it is followed by
positive feedback.
71. The human memory is fallible (capable of
making mistakes or being wrong).
The mind can rarely retain, evaluate, and apply
new concepts or practices after a single exposure.
Students do not learn complex tasks in a single
session. They learn by applying what they have
been told and shown.
72. Every time practice occurs,
learning continues. These include
student recall, review and summary,
and manual drill and physical
applications. All of these serve to
create learning habits.
The instructor must repeat
important items of subject matter at
reasonable intervals, and provide
opportunities for students to
practice while making sure that this
process is directed toward a goal.
73. Principle of primacy
Primacy, the state of being first, often creates a
strong, almost unshakable impression.
Things learned first create a strong impression in
the mind that is difficult to erase.
For the instructor, this means that what is taught
must be right the first time.
For the student, it means that learning must be
right.
74. Unteaching (removing something previously known or
taught from a person's mind) wrong first impressions is
harder than teaching them right the first time.
If, for example, a student learns a faulty technique, the
instructor will have a difficult task correcting bad habits and
“reteaching” correct ones.
The student's first experience should be positive, functional,
and lay the foundation for all that is to follow.
75. What the student learns must be procedurally
correct and applied the very first time.
The instructor must present subject matter in
a logical order, step by step, making sure the
students have already learned the preceding
step.
If the task is learned in isolation, is not initially
applied to the overall performance, or if it
must be relearned, the process can be
confusing and time consuming. Preparing and
following a lesson plan facilitates delivery of
the subject matter correctly the first time.
76. Principle of relevancy of learning
If the learning is well acquainted with the aims
and purposes of learning and if he finds what is
being planned as the learning experience is
relevant or meaningful to his present goal as well
as future task, it will arouse his interest and
motivate him to learn.
Learners understand and remember better, if
they can fit their learning into their ultimate goal.
The learning experiences selected for learner must
relate to his present purpose and be meaningful
for his future tasks.
77. Principle of recency
The principle of recency states that things most
recently learned are best remembered.
Conversely, the further a student is removed time-
wise from a new fact or understanding, the more
difficult it is to remember. For example, it is fairly easy
to recall a telephone number dialed a few minutes ago,
but it is usually impossible to recall a new number
dialed last week.
78. The closer the training or learning time is to the time of
actual need to apply the training, the more apt (having a
tendency to do something) the learner will be to perform
successfully.
Information acquired last generally is remembered best;
frequent review and summarization help fix in the mind the
material covered.
Instructors recognize the principle of recency when they
carefully plan a summary for a lesson or learning situation.
The instructor repeats, restates, or reemphasizes important
points at the end of a lesson to help the student remember
them.
79. Principle of sequence of learning
Learning is a continuous process.
We build our knowledge by adding to what we have
already known.
Learner will comprehend better if the learning
experiences are sequenced in coherent rational order
that enables to bring the required change in his
cognitive structure.
80. Proceed from known to unknown.
Proceed from simple to complicated.
Proceed from examples to principles.
Proceed from concrete experience to
abstract concept.
This type of learning will result in
meaningful learning.
The rate of expected learning is related to
the complexity of the content.
81. Principle of active participation
There is a Chinese proverb to support the
principle of active participation.
“I hear and forget, I see and remember, I do and
understand.”
The active involvement of learner in the learning
process through question-answer, writing notes,
home assignments will help him/her in achieving
learning better by arousing his/her interest in
learning.
82. Practice in real situation will help better in
developing teaching skills than simply learning
through the books how to teach.
Transfer of learning becomes easy if learner gets
opportunity to apply the principles in real
situation during the learning period.
83. law/principle of reinforcement
The students have the right to know about the
results of their learning performance which can be
given by feedbacks.
A positive reward for each correct performance
will bring him/her a sense of achievement and
satisfaction.
Reinforcement can be given during or at the end
of learning on their mistakes as well as successful
performance.
84. Guidelines along with pointing out the mistakes
should be done for the incorrect
performance/behavior.
The teacher should add positive reinforces to
learning situation and remove the negative
reinforces like negative humiliation from the
learning situation.
85. Characteristics of learning
Learning is unitary
Learning is purposeful
Learning is individual
Learning is self-active
Learning is creative
Learning is transferable
Learning is growth
Learning is adjustment
Learning is experience
Learning is intelligent
Learning is-the product of the
environment
Learning affects the conduct of the
learner
86. Learning is unitary
A learner responds to the total learning situation
in his visual field- learning field organized as a
whole unit rather than to a single stimulus; to
which the learner also responds as a whole
person; intellectually, emotionally, physically
and spiritually to acquire an insightful learning.
87. Learning is purposeful
All kinds of learning is goal-oriented.
The individual acts with some purpose.
He learns through activities.
He gets himself interested when he is
aware of his objectives to be realized
through these activities.
Therefore all learning is purposive in
nature.
88. Learning is individual
Each learner is unique as he/she differs from
others in his/her mental, physical and
emotional make up and needs.
The capabilities already possessed by the
learner through his/her previous learning
experiences affect how individual learns.
This has implication for teachers to
understand why students learn at different
pace and what consideration should be given
in teaching a heterogeneous group.
89. Learning is self active
A person cannot learn unless he/she reacts
to the learning situation.
Each individual must make individual effort
to seek for the learning opportunity in his/her
learning situation.
The learner has to be aware of the fact that
the life is full of the learning opportunities,
and he/she only has to make good use of it.
90. Learning is creative
In the process of learning, the learner receives the
information not only as presented to him/her, but
through his/her creative thinking looks for new
relationships or association to describe and interpret
the nature of things, events and situations.
The learner with the ability to create or construct
something new, novel or unusual can lead
himself/herself to new avenues of knowledge and
understanding.
91. The learner synthesizes the acquired
knowledge and experience as new, personal
and original which might just be better than
what he/she had received.
92. Learning is transferable
Learning involves developing insight or
understanding by relating new ideas or mental states
to a store of old ones.
The generalization of this understanding of the
relationships can be transferred from earlier situation
to other new situation; which is called transfer of
learning.
The things learned in one situation or context will
be applied to another situation or context.
93. Transfer is never automatic; it requires
the organization of the curriculum and
methods of teaching be directed to transfer
as a goal.
The ability to transfer depends upon the
previous learning experience and the
intellectual ability of the learner.
94. Learning is growth
The individual grows as he lives. This
growth implies in both physical as well as
mental development of the learner.
The individual gains experiences through
various activities. These are all sources of
learning.
The individual grows through living and
learning.
Thus growth and learning are inter-related and
even synonymous.
95. Learning affects the conduct of the learner
Learning is called the modification of
behavior. It affects the learner's behavior and
conduct.
Every learning experience brings about
changes in the mental structure of the learner.
Therefore attempts are made to provide such
learning experiences which can mould the
desired conduct and habits in the learners.
96. Learning is-the product of the environment
The individual lives in interaction of the society.
Particularly, environment plays an important part in the growth
and development of the individual.
The physical, social, intellectual and emotional development
of the child is molded and remolded by the objects and
individuals in his environment.
Therefore, emphasized that child's environment should be
made free from unhealthy and vicious matters to make it more
effective for learning.
97. Learning is intelligent
Mere cramming without proper
understanding does not make learning. Thus
meaningless efforts do not produce
permanent results.
Any work done mechanically cannot yield
satisfactory learning outcomes. Learning
therefore must be intelligent.
98. Learning is experience
The individual learns through experiences.
Human life is full of experiences. All these
experiences provide new knowledge, understanding,
skills and attitudes.
Learning is not mere acquisition of the knowledge,
skills and attitudes.
It is also the reorganization of experiences or the
synthesis of the old experiences with the new.
99. Learning is adjustment
Learning enables the individual to adjust himself
properly, with the new situations.
The individual faces new problems and new
situations throughout his life and learning helps him
to solve the problems encountered by him.
That is why; many psychologists describe learning
as "a process of progressive adjustment to the ever
changing conditions which one encounters."
100. It is through learning that one could
achieve the ability to adjust adequately to all
situations of life.
The society in which we live is so complex
and so dynamic that any one type of
adjustment will not be suitable for all or
many situations and problems.
It is through learning that one could
achieve the ability to adjust adequately to all
situations of life.
102. LEARNER
The learner is the key figure in any teaching learning
activity, as he/she is the one who has to learn or bring
desired modification in his/her behavior.
a) The level of intelligence of each individual affects
his/her cognitive style, how he/she perceives,
conceives, integrates and assimilates the given
information.
b) The ultimate goals of the learner in life affect
his/her ways of looking at things; inclination
toward learning a particular subject, persistence
in pursuing learning objective despite the odds
present in learning situation.
103. c) The needs, interest and level of motivation greatly influence
learner’s drive for achievement of learning goals.
d) The maturation level of the learner affects learner’s readiness
to learn by giving him/her individual capacity to understand and
adapt to his/her environment.
e) Learner’s readiness to learn at present is affected also by the
previous experience that the learner had.
f) The state of physical and mental health that the learner is at
the time of learning.
g) The aptitude (natural ability to do something) related to
particular learning opportunity.
h) The pace of learning that varies with each individual learner.
104. LEARNIG EXPERIENCE
The type of change or modification brought in
learner’s behavior very much depends upon the
learning experiences that are chosen and how they
are presented before the learner.
a) Those learning experiences are selected which
can meet the predefined learning objectives.
b) The learning experiences selected are learner
oriented; the level and needs of the learner are
considered.
c) The learning experiences are organized by
following the principle of proper sequencing:
moving from simple to complex, known to
unknown, example to generalization etc.
105. d) The teaching learning methods selected are suitable
to the subject matter and the group of the learner.
e)The learning experience of one area is being
correlated with another area so as to make the
learning more meaningful and useful.
f)The past experience is being related with the present
learning experience so as to bring the continuity
in learning.
g)The learning experiences in which the learner has
chance to participate actively will enhance
learning.
H)The learning experience, which is reinforced has a
better chance of bringing behavior modification.
106. a) Classroom with adequate facilities like good
board, proper lights and ventilation, comfortable
chairs with proper seating arrangements, calm
and quiet environment.
b) Availability of appropriate learning materials like
textbooks, reference book with library facilities;
teaching learning aids; laboratory facilities etc.
c)The utilization of variety of learning materials that
makes the good use of the maximum number of
senses facilitates learning.
Learning resources
107. a) The teacher factors like teacher’s
capability , lesson preparation, speech
and voice, teaching workload, teaching
style etc. will affect learning.
b) Warm classroom climate built through
good rapport between teachers and
students will enhance learning.
