▪ Identify specific examples for each

type of learning.
❖ LEARNING
▪ To assert the importance of each
➢ mental activity by means of which
type in the learning.
knowledge, skills and attitudes are
acquired resulting in the modifications
(change) of behavior. DIFFERENT TYPES OF LEARNING
▪ There is transfer of learning when
1. SIGNAL LEARNING – conditioned
there is change.
response, person develops general
▪ Teaching and learning are
diffuse reaction to a stimulus.
interdependent.
▪ Ex: student may feel fear every time
▪ GRIT (resilience)
the term skill test is mentioned
because he/she felt fear whenever
PRINCIPLES OF LEARNING
taking an actual skill test. Because
of the association, just the term skill
❖ Learning by doing
test is enough to evoke fear. Words
▪ how can you be an expert without
become the signal that elicits the
doing it?
response. (automatic/involuntary
response)
❖ One learns to do what one does.
▪ Easier to learn when you love what
2. STIMULUS-RESPONSE LEARNING –
you are doing.
developing voluntary response to a
▪ There must be an interest.
specific stimulus or combination of
stimuli. (voluntary)
❖ The amount of reinforcement
▪ Ex: checking of patient’s
necessary for learning is relative to the
temperature, check reading then
student’s needs and abilities.
assess., perform bath, or refer to
▪ Complimentary to the principles of
the physician.
learning. Remedial teaching

3. CHAINING – the acquisition of a series

❖ The principle of readiness is related to
of related conditioned
the learner’s stage of development and
responses/stimulus response
their previous learning.
connection.
❖ Teacher should provide opportunities
4. VERBAL ASSOCIATION – is easily
for meaningful and appropriate
recognized in the process of learning
practice.
medical terminology. (Appendicitis,
appendectomy, tonsilitis…)
❖ Positive-feedback, realistic praise, and
encouragement are motivating in the
5. DISCRIMINATION LEARNING – ability to
teaching learning process.
retain and discriminate large number of
Objectives: chains. (in pharmacology, classification
of drugs)
▪ Recognize the different types of
learning.
6. CONCEPT LEARNING – learning how to ▪ PAVLOV – dog , food, bell
classify stimuli into groups represented experiment. (Classical Conditioning
by a group of concepts. Theory)
▪ Ex: rashes, nose bleeding = Dengue
fever ▪ B. Edward Thorndike and Burrhus
Frederic Skinner (reinforcement
7. RULE LEARNING – a rule can be theories)
considered a chain of concepts or a ▪ SR bonds are strengthened by
relationship between concepts. *It is REINFORCEMENTS like reward or
generally expressed as “If…then” punishment.
relationships. ▪ Ex: The child learns to avoid the
▪ If symptom persists, consult your stove because the PAIN was a
doctor. NEGATIVE REINFORCER for the
▪ If in doubt, consider it unsterile. (OR behavior.
rule)
2. COGNITIVE LEARNING THEORIES
8. PROBLEM SOLVING – highest level of ➢ Consider how learner thinks, reasons,
learning. Process of formulating and and transfers information to a new
testing hypothesis. A rearrangement of learning situations.
concepts so as to overcome difficulty; a ▪ We learn best when given
conscious deliberate striving for an information is organized.
answer or a solution to a situation.
▪ A. David Ausubel
▪ THEORY: SUBSUMPTION THEORY
LEARNING THEORIES OF MEANINGFUL VERBAL LEARNING
➢ Concepts and propositions that would ▪ Meaningful learning is thought to
explain why would people learn and occur only if existing cognitive
predict under what circumstances they structures are organized and
will learn. differentiated.

1. BEHAVIORAL LEARNING THEORY ▪ B. Atkinson and Shiffrin

➢ Behavioral modification through ▪ THEORY: STAGE THEORY
conditioning by the means of ▪ Core of this theory is that
reinforcement. information is both processed and
stored in 3 stages of memory:
▪ A. John B. Watson and Guthrie ▪ 1. Sensory memory
(classical conditioning theory) ▪ 2. Short-term memory
▪ Stimulus and response bonds are ▪ 3. Long-term memory
strengthened simply because they
occur together. 3. SOCIAL LEARNING THEORY
▪ Ex: fear of hot stove is learned ➢ People learn as they are in constant
when a child’s curiosity leads him to interaction with their environment.
touch a stove and he feels pain. Most learning occurs as a result of
observing other people’s behavior.
 ▪ Self-efficacy - is mastered or 4 TYPES OF READINESS TO LEARN
strengthened through proper
1. PHYSICAL READINESS
observation/imitation of an
▪ Measures of Ability
individual
▪ Complexity of Task
▪ Albert Bandura - SOCIAL
▪ Environmental Effects
COGNITIVE THEORY (additional
▪ Health Status
theory)
▪ Gender – activities that are more
suited on a certain gender.

LEARNING NEEDS
2. EMOTIONAL READINESS
➢ Defined as gaps in knowledge that ▪ Anxiety level
exists between a desired level of ▪ Support system
performance and actual level of ▪ Motivation
performance. A learning need is a gap ▪ Risk-taking behavior
between what someone knows and ▪ Frame of mind
what someone needs to know. ▪ Developmental Stage (teachable
moment)

STEPS IN ASSESSMENT OF LEARNING NEEDS 3. EXPERIENTIAL READINESS

1. Identify the learner. ▪ Level of Aspiration
2. Choose the right setting. ▪ Past Coping Mechanisms
3. Collect data on the learner. ▪ Cultural Background – (ex: who’s
4. Include the learner as a source of more superior? Men/women)
information. ▪ Locus of Control – ability to survive,
5. Involve members of the healthcare way we perceive things that we can
team manage/cope.
6. Prioritize needs.
7. Determine availability of educational 4. KNOWLEDGE READINESS
resources ▪ Present Knowledge Base – stored
8. Assess the demands of the organization. knowledge
9. Take time-management issues into ▪ Cognitive Ability – capacity to grasp
account. information.
▪ Learning Disabilities
▪ Learning Styles
READINESS TO LEARN

➢ Defined as the time when the learner

demonstrates an interest in learning the LEARNING STYLES
information necessary to maintain ➢ Habitual manner in which learners
optimal health or to become more receives and perceives information,
skillful in a job. process it, understand it, value it, store
it, and recall it.
A. KOLB’S LEARNING STYLE MODEL 4. Assimilator – (AC & RO)
➢ Kolb hypothesized that learners need 4 ▪ good in inductive reasoning
abilities in order to be effective: ▪ more concerned with ideas than
people.
1. Concrete experience (CE) abilities
“FEELING” B. GREGORC LEARNING STYLE MODEL
▪ learning from actual experience. ➢ Gregor hypothesized that the mind has
mediation abilities of perception and
2. Reflective Observation (RO) abilities ordering of knowledge affecting how
“WATCHING” the person learn.
▪ learning by observing others.
1. Concrete sequential learner
3. Abstract Conceptualization (AC) abilities ▪ highly structured
“THINKING” ▪ quiet learning environments and do
▪ create theories to explain what not like being interrupted.
they seen. ▪ often focused on details.

4. Active Experimentation (AE) abilities 2. Concrete random learner

“DOING” ▪ “intuitive”
▪ using theories to solve problems. ▪ use trial and error methods.
▪ looks for alternatives.
➢ Kolb identified 4 possible learning
styles based on the above concepts: 3. Abstract sequential learner
▪ holistic thinkers who seek
1. Converger – (AC & AE) understanding of incoming
▪ good at decision-making and INFORMATION
problem solving. ▪ good verbal skills
▪ work in technical rather than ▪ rational
interpersonal relationships. ▪ do not like interruptions.

2. Diverger – (CE & RO) 4. Abstract random learner

▪ Imaginative ▪ think holistically and benefit greatly
▪ awareness of meaning from visual stimuli.
▪ work in groups ▪ like busy, unstructured learning
▪ people-oriented environments.
▪ focused on personal relationships.
3. Accommodator – (CE & AE)
▪ risk-taker C. WITKIN LEARNING STYLE
▪ uses trial and error to solve 1. FIELD DEPENDENT LEARNERS: GLOBAL –
problems. more difficulty with mathematical
▪ impatient with others and acts on reasoning (mostly women)
intuitions. ▪ Analyze the whole picture.
▪ More people-oriented
▪ Work with groups
 ▪ Attitudes guided by authority
figures or peer group.
▪ See themselves as others see
them.

2. FIELD INDEPENDENT LEARNERS:

ANALYTICAL – strong mathematical
reasoning (mostly men)
▪ Task-oriented
▪ Analyzes elements of situation
▪ Can work alone.
▪ Forms attitudes independently
▪ More pronounced self-identity