Types of Learning 1. Signal Learning the person develops a general diffuse reaction to a stimulus; Ex.

a nutsing aide student may feel fear every time the term skill test is mentioned because he/she has felt fear whenever taking an actual skill test. 2. Stimulus-Response Learning involves developing a voluntary response to a specific stimulus or combination of stimuli. Ex; the instructor may tell the learner, If you see that an intravenous infusion is not dipping, you have to open first the clamp further 3. Chaining is the acquisition of a series of related conditioned responses or stimulusresponse connections. 4. Verbal Association a type of learning and is easily recognized in the process of learning medical technology. Discrimination learning the more new chains that are learned, the easier it is to forget previous chains. To learn and retain large numbers of chains, the person has to be able to discriminate among them. 5. Concept Learning is learning how to classify stimuli into groups represented by a common concept. People learn many concepts as they go through life. They learn concept ranging from up and down to near and far to justice and democracy. 6. Rule Learning can be considered a chain of concepts or relationships between concepts. Ex., if you were a home care nurse teaching a wife to prefent decubitus ulcers in her poststroke husband, you would have to teach the rule that expresses the relationship between pressure and ulceration. 7. Problem Solving the learner must have a clear idea of the problem or goal being sought and must be able to recall and apply learned rules that relate to the situation. Learning Styles It includes physiologic, affective and cognitive domain; It is the habitual manner in which learners receive and perceive information, process it, understand it, value it, store it and recall it. Learning Style Models 1. Global Learners- learners who want to get whole picture quickly; they focus on the gist of things; they process information simulataneously rather than in a step by step manner. They needs to see how new information connects to what they already

know and value. Learners retain an overall or global view of information. 2. Analytic Learners - analystic learners process the details of a picture, outlining the component parts ina logical progression. They tend to perceive information in an objective manner and do not ned to connect it to thier personal values or experiences. Kolb s Learning Model 4 stage cycle: 1. Concrete experience abilities actual experience 2. Reflective Observation observing others 3. Abstract conceptualization creating theories to explain what is seen 4. Active experimentation using theories to solve problems 4 Possible Learning Style 1. Converger AC&AE; learners who are good in decision making and problem solving. They are also good in technical work. 2. Diverger CE&RO; imagination and awareness of meaning. Learners under this style are feeling and people oriented and likes working in groups. 3. Accomodator CE&AE; learners who actively accomplish things; they love trial and error method and act based on intuition. 4. Assimilator AC&RO; learners who are good in inductive reasoning; they love creating theoretical models and good in integrating ideas. They value ideas rather than people. Gregorc Cognitive Style According to Gregorc the mind has the mediation abilties of percetion and ordering. Perception the way you grasp incoming stimuli, is on a continuum ranging from abstractness to concreteness. Ordering ability the way you arrange and systematize incoming stimuli, continuum from sequencerandomness. 4 Mediation channels according to Gregorc 1. Concrete sequential learners are highly structured. They like quiet learning environment and do not like beiing interrupted. They are detailed and visual learners. 2. Concrete random learners are intuitive, trial and error and always look for alternatives in solving problems 3. Abstract sequential learners are holistic. They are very consistent and do not like interruptions and they are also good in verbal, logical and rational reasoning.

4. Abstract random holistic and visual learners; they are busy, unstructured and focus on personal relationship Field Independence/Field Dependence Field Independent syle in which items are perceived relatively independently of their surrounding field and they are more analystical. Field Dependent style in which a person has difficulty perceiving items aside from their surrounding field and they are more holistic. Field Independence Field Dependence Good in mathematical Has difficulty in reasoning mathematical reasoning Analyzes the elements of a Analyzes the whole situation picture; less able to analyze the elements Recognizes and recall Does not perceive details details More task oriented More people oriented Forms attitudes Attitudes guided by independently authority figures or peer group More pronounced self- See themselves as others identity see them Chapter 3 Planning Sequence 1. Formulate objectives 2. Select and organize content 3. Choose teaching methods 4. Design assignments Developing a Syllabus 1. Name of the syllabus 2. Name of instructor 3. One-paragraph course description 4. Objectives, contact between teachers and learners Formulating Objectives 1. To guide your selection and handling of course materials 2. To help you determine whether people in the class have learned 3. Essential from the learners perspective Two types of objectives 1. General attainable over a long period of time Ex., one semester; one school year 2. Specific attainable in one hour or one day meeting; Ex., objective for the day Factors in selecting the content of the subject matter 1. Time 2. Background of the students 3. Textbook Organizing Content 1. Inductive starts from specific general

2. Deductive- starts from general specific Factos Selecting Teaching Methods 1. It depends on the objective and type of learning 2. Course-content demo; teaching methods should emphasize student activity 3. It depends on the abilities and interests of the teacher compatability between teachers and teaching methods 4. Number of people in class 5. Resources of the institution Choosing a textbook - Texts provide a stable and uniform source of information for students to use in their study 1. Talk to the publisher is the book interesting? Quality of writing; overview of the content; keywords appear in boldface; chapter summaries; study questions and charts, tables and pictures 2. Examine the content credibility, format, cost, quality of printing. 3. Examine some of the chapters evaluate accuracy, currency and breath and depth of content. 4. Book s apperance readability, diagram, charts and lay out 5. Way of using the book 6. Cost Starting a class 1. Introduce yourself 2. Personal and professional background 3. Establish pleasant atmosphere 4. Reading names and geeting the correct pronunciation 5. Insert humor in class 6. Set your expectations 7. Discuss the content of the syllabus 8. Orient the students of your policies and rules in the class. Subsequent classes 1. Get the attention of the students before you start the class 2. Cloze proximity may establish control and authority 3. Assess the learners to determine their background and how much they know about the subject matter 4. Always make sure that you are prepared whenever you come in class.