Unit I - Understanding and
Management of
Learning & Teaching
DR. V.R. SANTHAKUMARI
Table of contents
1)Nature of Learning
Learning as a Process and Learning as a Outcome
2)Types of Learning
Factual, Association, Conceptual, Procedural, Generalization,
Attitude , Values, Skills
3)Management of Learning
Planning, Organizing, Executing, Controlling ad Quality of Learning
Nature of Learning
Learning
Meaning of Learning:
Acquiring of Knowledge – James E Mazur
Learning as relatively permanent behavioral modifications which take place as a
result of experience
Definition of Learning:
Learning is “a process that leads to change, which occurs as a result of experience
and increases the potential for improved performance and future learning”
Learning is defined as "an increase, through experience, of problem-solving ability,“
Learning is “a way through which human beings acquire new skills, knowledge,
attitudes and values”
Nature of Learning
Nature of Learning
Learning is a process not product
Learning is purposive and goal directed
Learning involves degree of continuity and stability
Learning is continuous and universal
Learning prepares for adjustment
Learning is comprehensive and not measurable
Learning is organizing experience
Learning as Process and Outcome
Learning as a Process
Learning as a Process
Learning as a Outcome
Learning outcomes are descriptions of the specific knowledge, skills, or expertise that the learner
will get from a learning activity, such as a training session, seminar, course, or program.
Learning outcomes are measurable achievements that the learner will be able to understand after
the learning is complete.
A well-written learning outcome will focus on how the learner will be able to apply their new
knowledge in a real-world context, rather than on a learner being able to recite information.
Learning as a Outcome
Specific: The learning outcome should be well defined and Learning outcomes need
clear. to be SMART.
Measurable: The learning outcome should provide a
benchmark or target so that the institution can determine
when the target has been reached.
Agreed Upon: Important stakeholders(university, school
administration, faculty, students, alumni, etc.) must be in
general agreement with the institution’s mission, goals and
learning outcomes.
Realistic: Learning outcomes should be reasonable given
the available resources.
Time-Framed: A learning outcome should include a specific
date by which it will be completed successfully.
Learning as a Outcome
Learning outcomes help faculty to:
Decide our emphasis in the course: Of all the things we could teach, what should we teach?
Decide how best to teach: Teaching students to analyze requires different teaching approaches
from teaching students to memorize.
Decide how best to assess learning: Do I need a project or a final exam?
Communicate expectations to students: What are our decisions on the matters above?
Learning outcomes help students by:
Creating a connection between teaching and learning, between professors and students
Taking much of the guessing out of the student's attempt to learn
Enabling them to truly master the content of the course
Types of Learning
Types of Learning
Factual knowledge - refers to terms, facts, and detailed information that must be learned to understand a
subject or solve a problem.
Conceptual knowledge - refers to classifications, principles, and theories that are specific to a subject
matter.
Procedural knowledge - a set of directions on how to do or solve something.
Association - a broad category that includes many of our daily learning activities that involve the formation
of associations among stimuli and/or responses.
Generalization - Generalization is a concept of psychology that deals with learning and behavior.
individuals become more adaptive and allows them to easily generalize. This relates to students' ability to
transfer knowledge and skills they learned in one context to new contexts.
Attitude - how we perceive & process things around us & how we let it shape our thoughts, ideas, decisions
& life's course.
Values - Values-based Education is an approach to teaching that works with values.
Skills - Skill-based learning develops students through hands-on practice and real-world application
Learning by Association
Learning by Generalization
Generalization is a
psychological phenomenon
whereby people transfer
what they have learned in
one context to other
situations
Learning by Factual Knowledge
What is factual knowledge?
Factual knowledge may be described as the basic information about a particular subject or
discipline that students must be acquainted with.
Factual knowledge includes terms, locations, and other list able knowledge. This kind of knowledge
often serves as a base for more advanced knowledge.
These are the terminologies, glossaries, details and necessary details of any professional domain.
Learning by Conceptual Knowledge
Conceptual knowledge refers to the knowledge of, or understanding of concepts, principles, theories,
models, classifications, etc.
We learn conceptual knowledge through reading, viewing, listening, experiencing, or thoughtful,
reflective mental activity.
Also referred to as Declarative Knowledge.
Learning by Procedural Knowledge
Procedural knowledge, answers the question "how to put knowledge into practice".
The goal is then to learn how to solve problems by following learned procedures.
Procedural knowledge is the type of knowledge that you gain through doing something.
Learning by Attitude
Attitude to learning is the way we assess and monitor how well students approach their learning.
These include engagement, effort, collaboration, active involvement, independence and
enthusiasm.
Attitude to learning includes a range of
consistent learning behaviours which
demonstrate the aspiration to achieve
their best.
Learning by Values
Values-based Education is an approach to teaching that works with values.
Value learning is a complicated process of acquiring personal values as motivational goals and
principles that guide behavior.
Value Education plays a quintessential role in contributing to the holistic development of
children.
Learning by Skills
Learning new skills brings personal growth, improved employability, adaptability, confidence, networking
opportunities, problem-solving abilities, personal fulfillment, cognitive benefits, creativity, and resilience.
What is the concept of learning skills?
"Learning skills" is a term that describes the tasks
involved in learning, including time management,
note-taking, reading effectively, study skills, and writing tests.
Skill-based learning develops students through hands-on
practice and real-world application.
Management
of
Learning
Management of Learning
Learning management then means an emphasis on 'the design and implementation of pedagogical
strategies that achieve learning outcomes.
Management in the Classroom:
Classroom management refers to actions that an instructor takes to create and maintain a learning
environment that is conducive to successful instruction.
Management of Learning involves the following steps:
Planning, Organizing, Executing, Controlling ad Quality of Learning
Lesson Plan Format
Planning
Planning for learning is an
essential part of effective
teaching.
Planning for learning, we need
to consider the environment,
learning objectives and our
students.
Lesson Plan is the Blueprint of all
those activities to be done in
classroom.
Writing a lesson plan is a good
form of art
Organizing
Organized learning is defined as "planned in a pattern
or sequence with explicit or implicit aims.
Organizing information for learning: This could involve
strategies for taking notes, creating study guides, using
mind maps, or developing personal learning systems.
Cognitive benefits of organization:
Improves information processing: Easier to recall and
apply learned material.
Reduces cognitive load: Less mental effort spent
searching for information.
Boosts focus and concentration: Fewer
distractions, more efficient learning.
Executing
1) Putting knowledge and skills into practice:
Applying learned concepts: This involves using your acquired knowledge to solve problems, complete
projects.
Participating in learning activities: This might involve actively engaging in
discussions, debates, simulations, or experiments to deepen your understanding and test your knowledge.
2) Following a specific learning methodology:
The PQRST method for reading comprehension (Preview, Question, Read, Summarize, Test).
3) Taking action on learning goals:
This requires translating your goals into concrete steps and executing them.
It might involve:
Breaking down large goals into smaller, manageable tasks.
Creating a study schedule and sticking to it.
Controlling
Controlling is the process of ensuring that the
learners are actually attaining their objectives as
planned.
It is the process of measuring performance and
taking action to ensure desired results.
The basic control process includes the following
steps:
1) Setting performance standards
2) Measuring actual performance
3) Comparing actual performance with standards or
goals
4) Analyzing deviations
5) Taking corrective action
Quality of Learning
The quality of learning is defined as the
degree of learning excellence, which
emphasizes aspects of the process or
outcome or both
Quality learning enables students to
have control over their own learning.
Quality of learning as the degree of
learning excellence,
which emphasizes aspects of the process
or outcome or both.
Quality = Effectiveness or Efficiency
