TYPES OF LEARNING -To solve problems, the learner must

have a clear idea of the problem or

Gagne’s Condition of Learning 1970 goal being sought and must be able
to recall and apply previously
1. Signal Learning (Conditioned learned rules that relate to the
Response) situation.
-The person develops a general
diffuse reaction to a stimulus Field-Independent/ Dependent
Model
2. Stimulus- Response Learning A cognitive style model associated
- Involves developing a primarily with Herman Witkin 1976
voluntary response to a -Identified a continuum of perception
specific stimulus or a that ranges from field-independent
combination of stimuli. style in which items are perceiving
items aside from their surrounding
3. Chaining field.
-The acquisition of a series or
related conditioned responses or ● Field-Dependent Style -
stimulus response connections. more global

4. Verbal Association ● Field-Independent Style-

-A type of chaining and is easily More analytical
recognized in the process of learning
medical terminologies.

5. Discrimination Learning
- The process wherein the person
has to be able to discriminate
against a large number of stimulus-
response or verbal chains.

6. Concept Learning
-Learning how to classify stimuli into
groups represented by common
concepts.
Matching Learning Styles to
7. Rule Learning Instruction
-Rules- considered a chain of -Some students have shown
concepts or a relationship between increased levels of student
concepts. achievement when learners with
strong preference for a certain style
8. Problem solving were matched with a similar
-A process of formulating and testing teaching or testing style
hypotheses.
-More students are satisfied when -Many are still skeptical about the
the teacher matches the student's usefulness of learning style theory at
learning style but some do not. this point in its development.

Learning Style Models Learning Styles

1. Holistic (Global) Thinkers Learning Style- A habitual manner

-Want to get the whole in which learners receive and
picture quickly or get the gist perceive new information, process it,
of things understand it, value it, store it, and
-Want to see broad recall it.
categories before the details
-Process information 4 Learning Styles
simultaneously rather than in
a step-by-step manner 1. Converger
-Need to see how new -learner by Abstract
information connects to what Conceptualization (AC) and
they already know and value Active Experimentation (AE)
-Retain an overall or global - Is good at decision making
view of information. and problem solving and
likes dealing with technical
2. Analytic Thinkers works rather than
-Process the details of a interpersonal relationships.
picture, outlining the
component parts in a logical 2. Diverger
progression -Stresses Concrete
-Perceive information in an Experience (CE) and
objective manner and do not Reflective Observation (RO)
need to connect it to their -Excels in imagination and
personal values or awareness of meaning
experiences. -Is feeling oriented and
people oriented and likes
3. Verbal Approach working in groups.
-Represent, in their brains,
information they read, see, or 3. Accommodator
hear in terms of words or -Relies heavily on Concrete
verbal associations. Experience (CE) and Active
Experimentation (AE)
4. Visual Approach -Likes to actively accomplish
-Experience information they things, often using trial-and
read, see, or hear in terms of error methods to solve
mental pictures or images. problems
-May be impatient with other
How useful is Learning Style people
 -Acts on intuition and is a risk 2. Concrete Random
taker (CR)
3. Abstract Sequential
4. Assimilator (AS)
-Emphasizes Abstract 4. Abstract Random
Conceptualization (AC) and (AR)
Reflective Observation (RO)
-Strengths ar in inductive
reasoning, creating
theoretical reasoning,
creating theoretical models,
and integrating ideas
-Prefers playing with ideas to
actively applying them
-More concerned with ideas
than with people.

Gregorc’s Cognitive Styles

Model
Concrete Sequential Learners
The mind has the medication
abilities of perception and -Like highly structured, quiet learning
ordering: that is, the environments, and do not like being
perception and ordering of interrupted.
knowledge affects how the -Often focus on details.
person learns. -May interpret words literally.

Perception ability Concrete Random

-The way you grasp incoming -Tend to order new information
stimuli; on a continuum mentally into a three-dimensional
ranging from abstractness to pattern.
concreteness. -Intuitive, use trial and error methods
and looks for alternatives.
Ordering ability
-The way you arrange and Abstract Sequential
systematize incoming stimuli; -Holistic thinkers who seek
on a continuum from understanding of incoming
sequence to randomness. information
-need consistency in the learning
4 Mediation Channels. environment and do not like
interruptions
1. Concrete Sequential -Having good verbal skills and are
(CS) logical and rational.
Abstract Random
- Think holistically and benefit
greatly from visual stimuli
-Like busy, unstructured learning
environments and are often focused
on personal relationships.

Kolb’s Theory of Experiential

Learning

4 Abilities of Learning Effectively:

1. Abstract Conceptualization
(AC) abilities: Creating
theories to explain what is
seen.
2. Concrete Experience (CE)
abilities: Learning from
actual experience.
3. Active Experimentation
(AE) abilities: Using theories
to solve problems.
4. Reflective Observation
(RO) abilities: Learning by
observing others.