Foi

Front 1

Definition of Learning

Back 1

A change in behavior as a result of an experience

Front 2

Characteristics of Learning P-E-M-A/P

Back 2

Purposeful and Comes through experience while multifaceted it is also an Active Process

Front 3

Explain Learning is Purposeful

Back 3

Each student has specific purposes and goals

Front 4

Explain Learning Comes Through Experience

Back 4

A student must perform or experience a skill in order to fully learn the material

Front 5

Explain Learning is Multifaceted

Back 5

While learning the subject at hand students may be learning other things as well

Front 6

Explain Learning is an Active Process

Back 6

If learning is a process of changing behavior clearly that process must be an active one

Front 7

Laws of Learning R-E-E-P-I-R

Back 7

Readiness Exercise Effect Primacy Intensity Recency

Front 8

Explain Law of Readiness

Back 8

Individuals learn best when they are ready to learn and when students are ready to learn they meet the instructor at least halfway which simplifies the instructors job

Front 9

Explain Law of Exercise

Back 9

Those items most repeated are the best remembered

Front 10

Explain Law of Effect

Back 10

This law is based on the emotional reaction of the learner Whatever the element it should affect the student positively and give them a feeling of satisfaction

Front 11

Explain Law of Primacy

Back 11

The first state of Being often creates a strong almost unshakable impression so teach right the First Time

Front 12

Explain Law of Intensity

Back 12

Vivid dramatic or exciting learning experiences teaches more than a routine or boring experience

Front 13

Explain Law of Recency

Back 13

The things most recently learned are best remembered

Front 14

Factors Which Affect Perception

Back 14

Physical organism Basic Need Goals and Values Self Concept Time and opportunity Element of Threat

Front 15

Explain Physical Organism

Back 15

Vehicle by which individuals become aware

Front 16

Explain Basic Need

Back 16

Maintain and enhance self

Front 17

Explain Goals and Values

Back 17

Experiences are judged by individuals beliefs and value structures

Front 18

Explain Self Concept

Back 18

How one pictures oneself

Front 19

Explain Time and Opportunity

Back 19

Students need time and multiple opportunities to learn new tasks

Front 20

Explain Element of Threat

Back 20

Confronted with threat students focus attention to threatening object or condition

Front 21

Five Senses S-H-T-S-T

Back 21

Sight 75% Hearing 13% Touch 6% Smell 3% Taste 3%

Front 22

Explain Rote

Back 22

Memorize without understanding

Front 23

Explain How People Learn P-F-I-M

Back 23

Confronted with threat

Front 24

Explain Understanding

Back 24

Hands on experience allow perceptions and insights to practice and develop a skil

Front 25

Explain Insights of Learning

Back 25

Grouping perceptions or ideas into meaningful wholes

Front 26

Explain Application

Back 26

Apply a skill to complete a specific task successfully

Front 27

Explain Motivation of Learning

Back 27

The most dominant force which governs students progress and ability to learn

Front 28

Explain Correlation

Back 28

Combining skills or tasks to complete complex operations

Front 29

Levels of Learning R-U-A-C

Back 29

Rote Understanding Application Correlation

Front 30

Learning Skills Part A

Back 30

Physical Skills involve more than muscles Desire to learn Pattern to follow Perform the skill Knowledge of result

Front 31

Learning Skills Part B

Back 31

Progress follows a pattern Duration and organization of a lesson Evaluation versus Critique Application of skill

Front 32

Explain Knowledge of Result

Back 32

One way to make students aware of their progress is to repeat a demonstration or example and to show the standard against which they can compare their performance

Front 33

Explain Physical Skills

Back 33

Perception changed as the sequence became easier Concepts of how to perform the skill were developed and attitudes were changed

Front 34

Explain Progress Follows a Pattern

Back 34

If the student is aware of the learning plateau frustration may be lessoned

Front 35

Explain Desire to Learn

Back 35

The skillful instructor relates the lesson objective to the student’s intentions and needs and in doing so building on the student’s natural enthusiasm

Front 36

Explain Duration and Organization of a Lesson

Back 36

As a student gains experience longer periods of practice are profitable

Front 37

Explain Patterns to follow

Back 37

Having a model to follow permits students to get a clear picture of each step in the sequence What it is and how to do it

Front 38

Explain Evaluation

Back 38

Provides a check on teaching effectiveness and can be used to predict students learning proficiency

Front 39

Explain Perform the skill

Back 39

Practice is necessary the student needs coordination between muscles and visual and tactical senses

Front 40

Explain Critique

Back 40

Evaluations are a prerequisite for constructive criticism

Front 41

Explain Application of Skill

Back 41

The student applies skill to the appropriate condition

Front 42

Retention P-R-F-L-M

Back 42

Praise stimulates remembering Recall promoted by association Favorable attitude aid retention Learning with all senses is most effective Meaningful repetition aids recall

Front 43

Explain Praise Stimulates Remembering

Back 43

Responses which give a pleasurable return tend to be repeated

Front 44

Explain Recall is Promoted by Association

Back 44

Data associated with something else makes it easier to recall when needed

Front 45

Explain Favorable Attitude Aids in Retention

Back 45

People learn and remember only what they wish to know

Front 46

Explain Learning With All Senses is Most Effective

Back 46

When several senses respond together making fuller understanding and greater chance of recall is achieved

Front 47

Meaningful Repetition Aids Recall

Back 47

Note Repetition does not guarantee retention so be careful because excess repetition could be harmful

Front 48

Forgetting D-I-R

Back 48

Disuse Interference Repression

Front 49

Explain Disuse

Back 49

Data not used is harder to recall as time passes

Front 50

Explain Interference

Back 50

New events displace many things that were previously learned

Front 51

Explain Repression

Back 51

Material or experiences that are unpleasant or produce anxiety can be moved to the subconscious mind for protection

Front 52

Habit Formation

Back 52

It is the instructors responsibility to insist on correct techniques and procedures from beginning

Front 53

Transfer of Learning P or N

Back 53

Positive or Negative

Front 54

Positive Transfer

Back 54

A helps B

Front 55

Negative Transfer

Back 55

A hinders B

Front 56

Positive Transfer Idea 1

Back 56

Plan for Transfer

Front 57

Positive Transfer Idea 2

Back 57

Help students seek other applications

Front 58

Positive Transfer Idea 3

Back 58

The more through the understanding

Front 59

Positive Transfer Idea 4

Back 59

Create activities exercise a students imagination and ingenuity to apply their skill

Front 60

Positive Transfer Idea 5

Back 60

Use material that make relationships clear