Download - Skill Hierarchy of learning
Skill Hierarchy of Learning
Gateways of experience
Cognition: knowing, thinking and concept formation
Sensation
Perception: organized experience
Law of perception
Law of simplicity
?
Law of similarity
Airplane
Airplane
Law of perception
Law of proximity Law of continuation
Who is she?
Law of perception
Law of figure-ground Law of closure
Cognition: logical thinking
Logical thinking
Inductive reasoning
By making observation
and gathering information
until a general conclusion is reached
Deductive reasoning
By making conclusion from an idea
on which a statement is based
Cognition: creative thinking
Divergent thinking
Thinking that follows new pathways
and explores alternative possibilities
Cognitive skills hierarchy
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge
Learning
Learning: more or less permanent change in behavior or behavioral tendency as a result of experience
Receive info through Eyes Ears Touch Smell Taste
Cognition
Touch: 1.5%
Eyes:83%
Ears:11%Nose:3.5%
Tongue:1%
Key ingredients for learning
Three major factors influencing how much and how well we learn;
Ability
Prior knowledge
Motivation
ValueConfidenceMood
value
Moti
vatio
n
ConfidenceM
otiva
tion
Mood
Skills hierarchy of learning
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge
Knowledge
• Knowledge of trends
• Knowledge of classifications and categories
• Knowledge of criteria and methodology
Knowledge of specific
Knowledge of ways of dealing with specific
Principles, generalizations, theories, and structures
Comprehension
• Associate, compare, describe
• Differentiate, discuss, distinguish
• Estimate, extrapolate, predict
Making sense of concepts, and showing understanding
Demonstrate ability to interpret their knowledgeShow that a participant could do it
Application
• Apply, calculate, classify
• Demonstrate, examine, illustrate
• Practice, relate, solve, use, utilize
Show that a participant will actually do it
Classify the problem, Select an abstraction (theories, principles etc)Use abstraction to solve the problem
Analysis
• Order, group, analyze
• Detect, explain, summarize
More advanced form of application of knowledge
Requiring skills in organizing and structuring components of a solution
Synthesis
• Arrange, combine, construct
• Create, design, develop
• Integrate, organize, plan
• Prepare, prescribe, propose
Constructing complete solutions out of components
Requiring more complete understanding of overall process
Evaluation
• Appraise, assess, determine• Evaluate, judge, measure• Rank, select, recommend
Ability to make judgment
Reflecting a higher level of cognitive skill-Ability to assess accuracy of reported facts-Ability to apply given criteria to judge-Ability to find logical fallacies-Ability compare major theories and pieces of work
Getting participants to remember: cognitive strategies
Clustering: arrange information for easier perception, understanding and recall
Spatial: visual display of info that is easy to comprehend, retain and recall
Advanced organizer: organized short introductory info packages
Tennis, Japan, tiger, football, Belgium, lion,
Swimming, England, dog, Baseball, Holland, bear
Here are 12 words for you to remember. Giving a limited time to do it – 20 Seconds
Sports Countries AnimalsChess Russia MousePing-pong Norway ChickenHockey Thailand CatBasketball Holland Wolf
Clustering
Here are 12 words for you to remember. Giving a limited time to do it – 20 Seconds
Sports Countries AnimalsAerobic Ethiopia ElephantBadminton Finland FrogChess Germany GooseDiving Holland Horse
Clustering and advanced organizer
WHO Clinical Stage III
Stage I Stage II
Weight loss >10%
Stage III
Chronic diarrhea > 1M
FUO
Current PTB
Pneumonia
Persistent oral candidiasis
OHL
Acute necrotizinggingivitis
Spatial
Getting participants to remember: cognitive strategies
Image rich comparisons: analogies and metaphors comparisons building bridge between prior knowledge and new learning
Repetition: allow learners to rehearse content and practice it in organized ways until it sticks in mind
Memory aids: groups of easy-to-remember letters, words, images that help store and retrieve more complex materials
Sources from &
Reactive for both HIV 1 and HIV2Image-rich comparison
Which drugs should you use to cover most of common STD syndromes?
AAzithromycin
BBenzathine Penicillin
CCefixime
DDoxycycline
Memory aids
Getting participants to remember: meta-cognitive skills
PlanningRoad map of each session including what should be learned andwhat participants should do
SelectingReview key points with learnersCreate frequent exercises emphasizing key points
ConnectingHave learners recall prior knowledge and link new learning directly to it
Getting participants to remember: meta-cognitive skills
TuningProvide practice, example and cases that require learners to apply learning immediately
MonitoringUse observation checklist to record applicationPlace learners in on-the-job learning situation
Key adult learning principles
Readiness: always focus on participant’s needs
Needs before training
Questions during training
Questions after training
Key adult learning principles
Experience: design the training to use participants’ experience
Checking participants’ prior knowledge, attitude, prerequisite
skills, culture etc
Building bridge from the familiar to the new
Using language style, examples and references that are familiar
Key adult learning principles
Autonomy: participants wants to make their own decisions and to be treated as independent, capable people
Create lots of opportunities for participants to participate in
training by building exercise, case studies, discussion
Build in opportunities for learners to contribute their unique
ideas, suggestions, solutions, information
Reinforce independent and innovative ideas
Key adult learning principles
Action: proof training is in its successful on-the-job application
Provide them with on-the-job support mechanism
Provide opportunities within the training sessions to practice
new learning in an environment