Aspects of Skill Development

ASPECTS OF SKILL
DEVELOPMENT
SKILL DEVELOPMENT
• Is a process requiring in depth knowledge and
appreciation of which is learned.
• It is acquired through:
 Form – the manner in which movements are
carried out
Can be best learned by listening to directions,
explanations and reading instructions or
seeing demonstrations.
Execution – is the actual performance of the
skill
Forms of effective Learning of Execution:
a. accuracy and speed – are of primary
importance and should receive greater
emphasis than speed. Accuracy must first be
developed and maintained. Once learned,
speed comes next
Ex: a patient needs a cleansing enema prior to
GI series at 8 am. A clear return flow is
necessary even if there is time delay in the
diagnostic procedure
b. Practice – is absolutely necessary in the
development of a skill. Practice alone, does
not make for perfection but it is the attitude
of the learner that can develop and improve
the skill and prevent errors.
Length of the practice periods and the extent of
practice vary in accordance with 3 criteria:
a. Complexity of the skill
b. Ability of the learner; and
c. Attention and effort used by the learner
Time management is necessary in determining
the amount of practice to be accomplished
for a specific task, hence, the length of time
needed for.
Teachers should possess the following
in teaching skills:
1. Right attitude to the skill to be learned with
proper mind set
2. Clear perception of the needed skill
3. Correct start which focuses on form before
speed
4. Conscious desire toward good results with
sustained and intense effort
5. Ability to always to practice in specific
situations
• 6. Ability to practice in short, intense manner
distributed over a relatively long period of
time
• 7. Ascertain knowledge of results amd
correction of errors.
CONDITIONS OF LEARNING:
Gagne (2002) identifies 5 major categories of
learning as follows:
1. Verbal Information-the ability of the student
to express her ideas, thoughts or actions;
2. Intellectual skills- learning to analyze and
synthesize situations;
3. Cognitive strategies- student recognizes
learning experiences best suited to her own
needs;
4. Motor skills- actions done corresponding to
what is thought about and what is learned;
5. Attitudes, feelings and emotions-evoked or
facilitated by the learning stimuli.
LEARNING STYLES
4 LEARNING STYLES:
1. Divergers-learners look at the things from
different perspectives, they are sensitive and
prefer to watch rather than do things
2. Assimilators- learning style that is concise and
logical in its approach
3. Convergers-learners use their learning to find
solutions to practical issues
4. Accommodators-is a “hands-on” learning style
LAWS OF LEARNING:
1. Law of Readiness-states that one must be
physically, emotionally and mentally ready to
learn.
2. Law of exercise- stresses the idea that
repetition is basic to the development of
adequate response or outcome
3. Law of effect – involves the learner’s
emotional response to stimulus
4. Law of Primacy – states that the state of being
first often creates a strong impression.
5. Law of Intensity – states that if stimulus or
experience is real, the more likely learning will
occur
6. Law of Recency – states that information or
skills most recently learned are best
remembered.
LEARNING THEORIES
A. STIMULUS RESPONSE LEARNING THEORIES
1. Ivan Pavlov Classical Conditioning Theory-
proposes the capacity of animals to learn new stimuli
and connect them to natural reflexes. (ex. Saliva’s role in the
digestive tract with his dogs as his subject)
Factors affecting the conditioned stimulus and response

relationships:
a. frequency of conditions and unconditioned stimulus pairings
b. timing of stimulus presentation
c. similarities between one type
2. Edward Thorndike’s Connectionism Theory
An American educational journalist
who focused on the effects of reward
and punishment, success or failure and
satisfaction and annoyance on the
learner.
Basic principles of the connectionism theory:
a. The law of exercise or repetition-states the
more often a stimulus-induced response is
repeated, the longer it will be retained.
ex. Nurse develops his/her expertise if handles actual delivery
repeatedly)
b. The Law of effect – a response is strengthened
if followed by pleasure and weakened if followed
by displeasure. (Ex. Self injection of insulin will
increase the pleasure in injecting self if he is relieved of
hyperglycemia)
c. Law of readiness- states that structure of the
nervous system, certain conduction units, in a
given situation, are more predisposed to
function than other parts of the body system.
(ex. Age and developmental tasks proceed
simultaneously such that reading and writing skills
can only be developed at 6 or 7 years of age
3. B.F. Skinner’s Theory
Described the effects of the consequence
of a particular behavior on the future
occurrence of that behavior as “operant
conditioning”
4 Types of Operant Conditioning:
a. Positive reinforcement- reward recognition
strengthens behavior
b. Negative Reinforcement- punishment and
extinction weakens behavior.
c. Punishment- weakens a particular behavior
through the consequence of experiencing a
negative condition.
d.Extinction- weakens a particular behavior
through the consequence of not experiencing
either a positive or a negative condition
4. John Watson’s Behaviorism Theory
Originated in the field of Psychology
5 Concepts of behavior:
a. Behaviorism is naturalistic.
b. Man is nothing more than a machine.
c. Men are “biological machines” whose minds do not
have any influence on their actions.
d. Behaviorism teaches that we are not responsible for
our actions.
e. Behaviorism is manipulative.
5. Edwin Ray Guthrie’s Contiguity Theory
States that a combination of stimuli which has
accompanied a movement will on its recurrence
tends to be followed by that movement.
According to Guthrie, learning was based on a
stimulus response association. Believed on one-
trial learning –means that a stimulus pattern
gains its full associative strength on the occasion
of its first pairing with a response.
COGNITIVE THEORIES OF
LEARNING
1. Kohler’s Insight Theory
Psychologist suggested that animals solved
problems by understanding, like human beings
and were capable of insight learning- ability to
devise and use simple tools to solve problems.
2. Kurt Lewin’s Field Theory
Emphasized the meaning of human behavior in
terms of the forces and tension that moved men
in action in his field theory
The field theory states that:
a. Behavior must be derived from a totality of
coexisting facts. – human behavior depends on
the present field rather than on the past or the
future.
b. The Zeigarnik Effect –experiment on waiters and
waitresses of particular café in Berlin where
orders were not written down but merely kept
in mind or remembered. After the customers
paid their bill they barely remembered their
customers’ orders.
3. Jerome Brunner’s Discovery Theory
Is an inquiry-based, constructivist learning theory
that takes place in problem-solving situations
where the learner draws on her past
experiences. Constructive learning theory
proposes the following:
 Encourages active engagement to a certain
activity
 Promotes motivation and interest to learn
 Promotes autonomy, responsibility,
independence
 Development of creativity and problem
solving skills
 Initiated a tailored learning experience
Disadvantages of this theory:
 It creates cognitive overload
 May develop potential misconceptions
 Teachers may fail to detect problems and
misconceptions regarding the subject learned.
4. Rumelhart’s Schema Theory –
A schemata theory is basically about knowledge;
it is about how knowledge is represented and
how that representation facilitates the use of
such knowledge in certain ways.
5. David Ausubel’s Assimilation Theory
Focused on presentational methods of teaching
in the acquisition of subject matter in the
curriculum
Ausabel ‘s knowledge dimensions consist of 4
quadrants:
a. Meaningful reception learning-learner
understands, assimilates and practices what was
learned.
b. Rote reception learning-the learner repeats
from memory what was learned after constant
attention to meaning.
c. Meaningful discovery learning-the learner
perceives the significance of knowledge learned.
d. Rote discovery learning- the learner discerns
nee facts, however needs to identify its
meaning to present events.
TYPES OFMEANINGFUL LEARNING
1. Representational or Vocabulary Learning
Consists of learning single words or what is
represented by them.
2. Concept Learning
Defined as objects, events, situations or
properties that possess common attributes
and are designated by some signs or symbols.
2 Types of Concept Learning:
a. Concept formation- develops in young
children
b. Concept assimilation-develops in school
3. Propositional Learning
Not simply the meaning of single words
that is learned, but the meaning of sentences
that contain composite ideas.
SOCIAL THEORIES
Albert Bandura’s Social Learning Theory
States that learning involves functionalism,
interactionalism, and significant symbolism.
He stressed that individuals were capable of
self-regulation and self-direction.
It explains human behavior in terms of
continuous reciprocal interaction between
cognitive, behavioral and environmental
influences.
Bandura proposed the conditions
necessary for effective Modeling:
1. Attention – refers to the individual’s focus or
concentration.
2. Retention- refers to the amount of
information remembered including symbolic
coding, mental images, cognitive
organization, symbolic recall and motor
rehearsal.
3. Reproduction- is the replication of an image
including physical capabilities;
4. Motivation – is the determination to find a
reason to learn or imitate.
THANK YOU!

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ASPECTS OF SKILL

Factors affecting the conditioned stimulus and response

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