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Learning Objectives. By the end of this section, you will be able to: Identify the stages of the learning process. Define learning styles, and identify your preferred learning style (s) Define multimodal learning. Describe how you might apply your preferred learning strategies to classroom scenarios.
Learning is an active process that leads to lasting change as a result of experience. Find out more about how learning is defined and how it works.
Several ideas and priorities, then, affect how we teachers think about learning, including the curriculum, the difference between teaching and learning, sequencing, readiness, and transfer. The ideas form a “screen” through which to understand and evaluate whatever psychology has to offer education.
Learning as a process means that through method, effort, focus, and practice, we can get a lot better at gaining expertise. Here are six steps to outline the key areas necessary to learn effectively:
With a basic understanding of learning theories, we can create lessons that enhance the learning process. This understanding helps us explain our instructional choices, or the “why” behind what and how we teach.
The psychology of learning describes how people learn and interact with their environments through classical and operant conditioning and observational learning.
Kolb’s experiential learning theory works on two levels: a four-stage learning cycle and four separate learning styles. Much of Kolb’s theory concerns the learner’s internal cognitive processes.
What are the steps to learning something new? How is the brain affected by learning? What kinds of learning are expected in college? Have you ever thought about how we learn something new? Think back on a skill you have learned. Did you start with an interest in the topic or skill?
Recognizing this danger (and the corollary that no definition of learning is likely to be totally satisfactory) a definition proposed in 1961 by G.A. Kimble may be considered representative: Learning is a relatively permanent change in a behavioral potentiality that occurs as a result of reinforced practice.
Learning to surf, as well as any complex learning process (e.g., learning about the discipline of psychology), involves a complex interaction of conscious and unconscious processes. Learning has traditionally been studied in terms of its simplest components—the associations our minds automatically make between events.