MIDTERM PROJECT: “TYPES OF LEARNING”

M.PHIL ENGLISH LANGUAGE TEACHING (ELT)

SUBMITTED BY: SABA SHAFIQ

F18MPLT018
SUBMITTED TO: DR. NUSRA INAYAT
COURSE NAME: PSYCHOLINGUISTICS
DEPARTMENT OF ENGLISH LANGUAGE TEACHING
KINNAIRD COLLEGE FOR WOMEN,
LAHORE, PAKISTAN
DATE OF SUBMISSION: 02-10-2019

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Q: Critically analysis the following:

Define learning, styles of learning and their classroom applications, types of learning and

strategies for effective learning.

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Introduction

Learning is a key process in human behaviour. All living is learning. If we have a tendency

to compare the straightforward, crude ways in which during which a child feels and behaves, with

the advanced modes of adult behaviour, his skills, habits, thought, sentiments and also the like-we

will understand what distinction learning has created to the individual.

The individual is continually interacting with and influenced by the atmosphere.

This expertise makes him to vary or modify his behaviour so as to deal effectively with it.

Therefore, learning could be a modification in behaviour, influenced by previous behaviour, the

skills, knowledge, habits, attitudes, interests and different temperament characteristics are all

the results of learning. Learning is defined as:

“Learning is a relatively enduring change in behavior which is a function of private behaviour

(usually called practice) “(Systems and Theories in Psychology, p7) by Melvin H. Marx.

According to the gates “learning is modification of behaviour though experience.”

Milgard define learning as “learning is the process by which an activity originates or is change by

reacting to an encountered situation provided that the characteristic of the change in activity cannot

be explained on the basis of native response tendencies, maturation or temporary of the organism

(e.g. fatigue, drugs, etc) permanent change in behaviour “any relatively permanent change in

behaviour that occurs as a result of practice and experience”. This definition has three important

elements.

a. Learning could be a change in behaviour—better or worse.

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b. It's a modification that takes place through follow or expertise, however changes because

of growth or maturation aren't learning.

C. This alteration in behaviour should be comparatively permanent, and it should last a

reasonably while.

All learning involves activities. These activities involve either physical or mental activities. They

may be simple mental activities or complex, involving various muscles, bones, etc. So also the

mental activities may be very simple involving one or two activities of mind or complex which

involve higher mental activities.

What activities are learned by the individual refer to types of learning. For example, habits, skills,

facts, etc. There are different types of learning. Some of the important and common learning

activities are explained here.

Styles of Learning and their Classroom application

We all experience the world in different ways, and with that comes difference in the ways we learn

the best. Understanding the differences in these types of learning styles can extremely impact the

approach teachers handle their pupils, set up group projects and rally behind individual learning.

Without considerate the difference in learning styles, teachers might end up with a handful of

students lagging behind their fellow student—in part because their unique learning style hasn’t

been stimulated.

“The focus on learning styles and their role in the classroom came from Howard Gardner’s

Multiple Intelligence research,” says Edward Steinhauser, an educator at the Long Beach

Unified School District. “He argued, and I agree, that individuals excel at different things, and to

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define intelligence as simply literacy and math skills is to inaccurately understand the strengths of

the learner.”

As learning styles and preferences take on a variety of forms—and not all people fit neatly into

one category as there’s plenty of overlap between styles. That being said, most learners align with

the following styles:

1. Visual learning

Identification of visual learners in a class: Someone with a preference for visual learning is

partial to seeing and observing things, including pictures, diagrams, written directions and more.

This is also referred to as the “spatial” learning style. So Students who learn through sight

understand information better when it’s presented in a visual way. If a student finds to learn better

by reading and looking at pictures, diagrams, and graphs then chances are he is a visual learner.

These are doodling students, list makers and students who take notes.

Application of the Visual Learning in a Class:

A teacher should design activities that involves the visual learners: The whiteboard is the best

friend when a teacher is teaching visual learners. Teachers should create opportunities to draw

pictures and diagrams on the board, or ask students to draw examples based on the topic they’re

learning. Teachers dealing to visual learners should regularly make handouts and use

presentations. Visual learners may also need more time to process material, as they observe the

visual cues before them. So be sure to give students a little time and space to work through the

information.

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2. Auditory learning

Identification of auditory learners: Auditory learners tend to learn better when the subject matter

is reinforced by sound. These students would much rather listen to a lecture than read written notes,

and they often use their own voices to reinforce new concepts and ideas. These are the students

who like to read out loud to themselves, are not afraid to speak up in class and are great at verbally

explaining things. Additionally, they may be slower at reading and may repeat things an instructor

tells them.

Application of the Auditory learning in class: Since these students can sometimes find it hard

to keep quiet for long periods of time, get your auditory learners involved in the lecture by asking

them to repeat back new concepts to you. Ask questions and let them answer. Invoke group

discussions so your auditory and verbal processors can properly take in and understand the

information they are being presented with. Watching videos and using music or audiotapes are

also helpful ways to engage with auditory learners.

3. Kinesthetic learning

Identification of kinesthetic learners: Kinesthetic learners or “tactile” learners learn through

experiencing or by doing things. They like to get right in the thick of things by acting out events

or using their hands to touch and handle in order to understand concepts. These are the students

who might struggle to sit still, might be good at sports or like to dance, need to take breaks when

studying and might not have great handwriting.

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Application of the kinesthetic learning in class: The best way teachers can help these students

learn is by getting them moving. Teachers should instruct students to act out a certain scene as a

role play from a history lesson they are teaching. Additionally they should encourage these

students by incorporating movement into lessons: pacing to help memorize, learning games that

involve moving around the classroom or having students write on the whiteboard as part of an

activity. Once these students can physically sense what they are studying, abstract ideas and

difficult concepts will be easier to understand.

4. Learning by reading/writing

Identification of reading/writing learners in your class: According to the VARK Modalities

theory developed by Fleming and Mills in 1992, reading/writing learners prefer to learn through

written words. While there is some overlap with visual learning, these types of learners are drawn

to expression through writing, reading articles on the internet, writing in diaries, looking up words

in the dictionary and searching the internet for just about everything.

Application or the way to cater to reading/writing learners in the classroom: This is possibly

the easiest learning style to cater to since most of the educational system provides lots of

opportunities for writing essays, doing research online and reading books. Allow sufficient time

for these students to absorb information through the written word, and give them opportunities to

get their words out on paper as well. Teachers can assign reading and writing tasks as to read a

storybook or novel and write critical appreciation of the book.

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 Types of Learning:

1. Motor learning

Most of our actions in our day-to-days life refer to motor activities. The individual has to learn

them in order to continue his regular life, for example walking, running, skating, driving, climbing,

etc. All these activities involve the muscular coordination.

2. Verbal learning:

This type of learning includes the language we speak, the communication devices we use. Signs,

pictures, symbols, words, figures, sounds, etc., are the tools used in such activities. We use words

for communication.

3. Concept learning:

It is the form of learning which involves higher order mental processes like thinking, reasoning,

intelligence, etc. we learn different concepts from childhood. For example, when we see a cat and

attach the term ‘cat’, we learn that the word cat refers to a specific animal. Concept learning

includes two processes abstraction and generalization. This learning is very useful in recognizing,

identifying things.

4. Discrimination learning:

Learning to differentiate between stimuli and showing an appropriate response to these stimuli is

called discrimination learning. Example, sound horns of different vehicles like bus, car,

ambulance, etc.

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5. Learning of principles:

Individuals learn certain principles related to science, mathematics, grammar, etc. in order to

manage their work effectively. These principles always show the relationship between two or more

concepts. Example: formulae, laws, associations, correlations, etc.

6. Problem solving:

This is a higher order learning process. This learning requires the use of cognitive abilities-such as
thinking, reasoning, observation, imagination, generalization, etc. This is very useful to overcome
difficult problems encountered by the people.

7. Attitude learning:
Attitude is a predisposition which determines and directs our behaviour. We develop different
attitudes from our childhood about the people, objects and everything we know. Our behaviour
may be positive or negative depending upon our attitudes. Example: attitudes of nurse towards her
profession, patients, etc.

8. Logical Learning:

Logical learners often learn by asking a lot of questions. Logical learners want to understand the
whole picture. They are natural thinkers who learn by classifying, categorizing and thinking
abstractly about patterns and relationships etc.

9. Social Learning: Social learners prefer to learn in groups rather than on their own, and like
generating ideas by brainstorming with others. If you like taking part in group sports and prefer
social activities than doing things on your own, you may be a social learner.

10. Solitary Learning:

Solitary learners tend to be more independent and introspective, spending a lot of time on their

own, enjoying their own company. If you enjoy spending time alone, keeping a journal and

engaging in self-analysis to gain a deeper understanding of yourself, you may be a solitary learner.

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11. Learning by Imitation:

It is the simplest method of learning. Many of our day-to-day’s activities are learnt by imitating

others. For example, the way we eat, drink, walk, talk, dress, etc, are all learnt by imitating others.

We observe and watch what and how other people do certain activities and imitate them.

We observe the demonstrations given by an expert, imitate his movements and learn them. By

copying the behaviour of others, people avoid waste of time and effort of trial and error method of

learning. For example, a boy observes the way of holding a cricket bat, the movements of an expert

player, imitates the same and learns.

Psychologists like Millar and Dollard have tried to show that the tendency to imitate is itself a

learned response and if reinforced, the individual will be more likely to continue to imitate.

Many people believe that imitation is a lower form type of learning. Still others argue that imitation

can never lead to novel responses and there will be no chance to use individual’s creativity or

originality. But at the same time many educationists believe that only the imitative individual can

learn better. Whatever may be the opinion it is quite obvious that we learn many things by

imitation.

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 Strategies for Effective Learning

 Cultivate Questions

Since the days of Socrates, we’ve known that the best way to learn about the world is to question

it. So whether you’re teaching a standard lesson, leading a field trip, or watching a film or

performance with educational content, encourage your students to ask any questions that come to

mind in the process. Then follow those questions up with additional questions, getting your

students to think critically about the topic.

To illustrate this process, imagine that you’re watching the film The Wizard of Oz as part of a

history lesson. One of your students might ask, “Why does the movie start out in black and white,

then change to color, then go back to black and white?” In response, you can say, “That’s a really

good question; why do you think that is?” You can then use additional questions to guide the

student to the right answer. Consider asking, “Have you seen any other movies that are black and

white? How old are those movies?” If any other students think they know the answer, invite them

to tell the class. Together, the students have a good chance of figuring it out for themselves.

This method accomplishes two things. First, it helps students realize the complexity of the world,

and how different types of knowledge are connected to each other. It shows them that a seemingly

simple question can open up all sorts of new knowledge for them to learn. As a result, students

will start asking more questions about everything they do, expanding their opportunities to learn.

Second, this method helps students realize how much they already know. Their past experiences

have given them substantial knowledge of the world. All they have to do is connect this knowledge

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to new questions as they arise. This makes students feel intelligent and empowered, giving them

the confidence to continue learning throughout their lives.

 Purse Students’ Passion

Getting students to ask questions can help them feel more passionate about the topics they’re

learning. However, many of your students already have passions and interests which they are eager

to learn more about. The better you are at finding out those interests and incorporating them into

your lesson plans, the more engaged your students will be from the moment each lesson begins.

As an example, say that you’re a science teacher trying to teach your students some basic facts

about chemistry. Instead of just lecturing them about those facts, start off the lesson by asking

students what their favorite foods are. Write those foods down on the board, and see if there are

any common themes; for instance, if one student says pizza, another says macaroni and cheese,

and a third says lasagna, the common theme is cheese. Ask your students why they think cheese

tastes good. This provides a great jumping-off point to talk about the chemistry of cheese, teaching

students how different chemicals react with each other to make their favorite ingredient taste great.

 POSE PUZZLES

You're more likely to help students love learning if you ensure they feel safe while they do it, so

don’t make the stakes too high during school activities. That said, they also tend to engage more

with activities that are challenging. To get the best of both worlds, incorporate more brain teasers,

riddles, logic games, and other puzzles into the classroom.

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The best puzzles ask students to put together different things they have learned. For example, if

you’re teaching about chemistry, tell students to imagine that they have been given a cup of milk

and a cup of water. They need to empty each cup into a larger glass in such a way that the milk

and water do not mix, and it will still be possible to differentiate them. Students will need to use

their knowledge of chemistry to answer this question.

The benefit of puzzles is that they contain their own reward. Students who manage to solve a

challenging or confusing question will instantly feel proud and accomplished, even if you don’t

offer them a prize for doing so. Students will want to feel this way again, so they will seek out

more puzzles and challenges to solve, leading them to learn more at every opportunity.

 Elevate Hands – on Experiences

Learning is always more fun if it's hands-on. So at every opportunity, you should give students a

chance to apply what they’ve learned in practical ways. In science lessons, this is easy—just give

students some safe but enjoyable experiments they can do, such as mixing two chemicals to see

how they react. But you can also apply other kinds of knowledge in practical ways.

For example, if you’re teaching a history lesson, have students come up with skits where they act

like the historical figures you’re studying. Not only do these activities help students feel more

connected to what they’re learning, but they also make the lessons easier to remember. After all,

it’s far easier to recall something you did than something you were told.

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 To enhance motor learning :

a) Different types of painting can help strengthen your child’s hand-eye coordination and manual

dexterity. Finger painting gives kids an opportunity to use their hands—and to get messy. Painting

with a brush helps kids learn to hold a brush and gain greater control using it as a tool.

b) A new, clean sponge, some water and two bowls are all you need for another activity to build

fine motor skills. Fill a bowl with water and leave the other empty. A child can soak the sponge in

the water and then squeeze out the sponge into the other bowl. It’s a simple game that can

strengthen hands and forearms.

 Keep Learning (and Practicing) New Things:

One sure-fire way to become a more effective learner is to simply keep learning.

 Learn in Multiple Ways:

Another one of the best ways to learn is to focus on learning in more than one way. Instead of just

listening to a podcast, which involves auditory learning, find a way to rehearse the information

both verbally and visually. This might involve describing what you learned to a friend, taking

notes, or drawing a mind map. By learning in more than one way, you’re further cementing the

knowledge in your mind. According Judy Willis, “The more regions of the brain that store data

about a subject, the more interconnection there is. This redundancy means students will have more

opportunities to pull up all of those related bits of data from their multiple storage areas in response

to a single cue. This cross-referencing of data means we have learned, rather than just memorized.”

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 Teach What You've Learned to Another Person

Educators have long noted that one of the best ways to learn something is to teach it to someone

else. Promote group work. By teaching to your fellows a teacher can hope students will gain even

more from the assignment. You can apply the same principle today by sharing your newly learned

skills and knowledge with others.

 Utilize Previous Learning to Promote New Learning

Another great way to become a more effective learner is to use relational learning, which involves

relating new information to things that you already know. For example, if you are learning about

Romeo and Juliet, you might associate what you learn about the play with prior knowledge you

have about Shakespeare, the historical period in which the author lived, and other relevant

information.

 Gain Practical Experience

For many students, learning typically involves reading textbooks, attending lectures, or doing

research in the library or on the Web. While seeing information and then writing it down is

important, actually putting new knowledge and skills into practice can be one of the best ways to

improve learning.

If you are trying to acquire a new skill or ability, focus on gaining practical experience. If it is a

sport or athletic skill, perform the activity on a regular basis. If you are learning a new language,

practice speaking with another person and surround yourself with language-immersion

experiences. Watch foreign-language films and strike up conversations with native speakers to

practice your budding skills.

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Becoming a more effective learner can take time, and it always take practice and determination to

establish new habits.

Factors affecting Learning

External factors:

1. Heredity: A classroom teacher can neither change nor increase heredity, but the pupil can

use and develop it. Some students are rich in hereditary endowment while others are

poor. Each student is exceptional and has different abilities. The native intelligence is

different in individuals. Heredity governs or conditions our ability to learn and the rate of

learning. The intelligent learners can establish and see relationship very easily and more

quickly.

2. Status of students: Physical and home conditions also matter: Certain problems like

malnutrition i.e.; inadequate supply of nutrients to the body, fatigue i.e.; tiredness, bodily

weakness, and bad health are great obstructers in learning. These are some of the physical

conditions by which a student can get affected. Home is a place where a family lives. If

the home conditions are not proper, the student is affected seriously. Some of the home

conditions are bad ventilation, unhygienic living, bad light, etc. These affect the student

and his or her rate of learning.

3. Physical environment: The design, quality, and setting of a learning space, such as a

school or classroom, can each be critical to the success of a learning environment. Size,

configuration, comfort—fresh air, temperature, light, acoustics, furniture—can all affect a

student's learning. The tools used by both instructors and students directly affect how

information is conveyed, from display and writing surfaces (blackboards, marker boards,

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 tack surfaces) to digital technologies. For example, if a room is too crowded, stress levels

rise, student attention is reduced, and furniture arrangement is restricted. If furniture is

incorrectly arranged, sight lines to the instructor or instructional material is limited and

the ability to suit the learning or lesson style is restricted. Aesthetics can also play a role,

for if student morale suffers, so does motivation to attend school.[5

Internal factors

There are several internal factors that affect learning. They are following:

1. Goals or purposes: Each and everyone has a goal. A goal should be set to each pupil

according to the standard expected to him. A goal is an aim or desired result. There are 2

types of goals called immediate and distant goals. A goal that occurs or is done at once is

called an immediate goal, and distant goals are those that take time to achieve. Immediate

goals should be set before the young learner and distant goals for older learners. Goals should

be specific and clear, so that learners understand.

2. Motivational behavior: Motivation means to provide with a motive. Motivation learners

should be motivated so that they stimulate themselves with interest. This behavior arouses

and regulates the student's internal energies.

3. Interest: This is a quality that arouses a feeling. It encourages a student to move over tasks

further. During teaching, the instructor must raise interests among students for the best

learning. Interest is an apparent (clearly seen or understood) behaviour.

4. Attention: Attention means consideration. It is concentration or focusing of consciousness

upon one object or an idea. If effective learning should take place attention is essential.

Instructors must secure the attention of the student.

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5. Drill or practice: This method includes repeating the tasks "n" number of times like needs,

phrases, principles, etc. This makes learning more effective.

6. Fatigue: Generally there are three types of fatigue, i.e., muscular, sensory, and mental.

Muscular and sensory fatigues are bodily fatigue. Mental fatigue is in the central nervous

system. The remedy is to change teaching methods, e.g., use audio-visual aids, etc.

7. Aptitude: Aptitude is natural ability. It is a condition in which an individual’s ability to

acquire certain skills, knowledge through training.

8. Attitude: It is a way of thinking. The attitude of the student must be tested to find out how

much inclination he or she has for learning a subject or topic.

9. Emotional conditions: Emotions are physiological states of being. Students who answer a

question properly or give good results should be praised. This encouragement increases their

ability and helps them produce better results. Certain attitudes, such as always finding fault in

a student's answer or provoking or embarrassing the student in front of a class are

counterproductive.

10. Speed, Accuracy and retention: Speed is the rapidity of movement. Retention is the act of

retaining. These 3 elements depend upon aptitude, attitude, interest, attention and motivation

of the students.

11. Learning activities: Learning depends upon the activities and experiences provided by the

teacher, his concept of discipline, methods of teaching and above all his overall personality.

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12. Testing: Various tests measure individual learner differences at the heart of effective

learning. Testing helps eliminate subjective elements of measuring pupil differences and

performances.

13. Guidance: Everyone needs guidance in some part or some time in life. Some need it

constantly and some very rarely depending on the students’ conditions. Small learners need

more guidance. Guidance is an advice to solve a problem. Guidance involves the art of

helping boys and girls in various aspects of academics, improving vocational aspects like

choosing careers and recreational aspects like choosing hobbies.

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Reference:

 Dr.A. H (2016) INTRODUCTION TO CONCEPTS OF TEACHING AND

LEARNING. Sequeira National Institute of Technology Karnataka, Surathkal,

India

 https://courses.lumenlearning.com/boundless-psychology/chapter/classical-conditioning/

 Christopher .S. (2012) An Introduction to Learning and Teaching Styles

 https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-

learning

 Learning-Theories.com: Summaries of Learning Theories and Models

 Learning and Teaching.info: Behaviorism

 Berkeley Graduate Division: Graduate Student Instructor Teaching and Resource

Center: Cognitive Constructivism

 Thirteen.org: Ed Online: Concept to Classroom: Constructivism as a Paradigm for

Teaching and Learning

 Applying Science of Learning in Education: Infusing Psychological Science into the

Curriculum published by the American Psychological Association

 Sequeira, A.H... (2012). INTRODUCTION TO CONCEPTS OF TEACHING AND

LEARNING. SSRN.

 Teach Inquiry.com: Introduction to Inquiry Based Learning

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