LEARNING

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Institution: Vidya Vikas. Faculty: MS. Snehal More. By: Ashok Singh Rana. LEARNING..

WHAT IS LEARNING? : 

WHAT IS LEARNING? The 4 Factors That Form The Definition of Learning: 1) learning is inferred from a change in performance* 2) learning results in an inferred change in memory 3) learning is the result of experience 4) learning is relatively permanent This means that behavior changes that are temporary or due to things like drugs, alcohol, etc., are not "learned".

LEARNING AS A PROCESS. : 

LEARNING AS A PROCESS. Learning as a process - task-conscious or acquisition learning and learning-conscious or formalized learning. The focus on process obviously takes us into the realm of learning theories - ideas about how or why change occurs. On these pages we focus on four different orientations. The behaviourist orientation to learning The cognitive orientation to learning The humanistic orientation to learning The social/situational orientation to learning As with any categorization of this sort the divisions are a bit arbitrary: there could be further additions and sub-divisions to the scheme, and there a various ways in which the orientations overlap and draw upon each other.

WHAT ARE LEARNING STYLES??? : 

WHAT ARE LEARNING STYLES??? Learning styles are simply different approaches or ways of learning.

TYPES OF LEARNING STYLES. : 

TYPES OF LEARNING STYLES. VISUAL LEARNERS. AUDITORY LEARNERS. TACTILE/KINESTHETIC LEARNERS.

VISUAL LEARNERS? : 

VISUAL LEARNERS? Learns through seeing......................                    . These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.  During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

AUDITORY LEARNERS? : 

AUDITORY LEARNERS? Learns through listening…………… They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

TACTILE/KINESTHETIC LEARNERS? : 

TACTILE/KINESTHETIC LEARNERS? Learns through , moving, doing and touching.............    Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

WHAT IS MULTIPLE INTELLIGENCE??? : 

WHAT IS MULTIPLE INTELLIGENCE??? Multiple Intelligences are seven different ways to demonstrate intellectual ability.

TYPES OF MULTIPLE INTELLIGENCE. : 

TYPES OF MULTIPLE INTELLIGENCE. Visual/Spatial Intelligence Verbal/Linguistic Intelligence Logical/Mathematical Intelligence Bodily/Kinesthetic Intelligence Musical/Rhythmic Intelligence Interpersonal Intelligence Intrapersonal Intelligence

CLASSICAL CONDITIONING. : 

CLASSICAL CONDITIONING. Classical Conditioning can be defined as a type of learning in which a stimulus acquires the capacity to evoke a reflexive response that was originally evoked by a different stimulus. For Example - "fear of bridges" - fear of bridges can develop from many different sources. For example, while a child rides in a car over a dilapidated bridge, his father makes jokes about the bridge collapsing and all of them falling into the river below. The father finds this funny and so decides to do it whenever they cross the bridge. Years later, the child has grown up and now is afraid to drive over any bridge. In this case, the fear of one bridge generalized to all bridges which now evoke fear.

IVAN PAVLOV:EXP. : 

IVAN PAVLOV:EXP. Ivan Petrovich Pavlov was born to a Russian Orthodox priestly family in Ryazan in September 1849. In 1904 Ivan Pavlov was awarded a Nobel prize in Physiology and Medicine in relation to his researches in the area of digestive processes. He had become interested in the relationship between salivation and the digestive process. Quite apart from finding that saliva was of the first importance as an aid to digestion he also noticed that dogs that had been familiarised with the pre-feeding routines in his research facility began to salivate apparently in association with certain pre-feeding routines being initiated. In order to explicitly validate his observations he began to feed his dogs in association with the ringing of a bell. After a certain time the dogs were shown to salivate profusely in association with the ringing bell where the actual sight or smell of food was not also present. Pavlov regarded this salivation as being a conditioned reflex and designated the process by which the dogs had picked up this reflex classical conditioning.

OPERANT CONDITIONING. : 

OPERANT CONDITIONING. Operant conditioning can be defined as a type of learning in which voluntary (controllable; non-reflexive) behavior is strengthened if it is reinforced and weakened if it is punished (or not reinforced). For Example, to get a rat to learn how to press a lever, the experimenter will use small rewards after each behavior that brings the rat toward pressing the lever. So, the rat is placed in the box. When it takes a step toward the lever, the experimenter will reinforce the behavior by presenting food or water in the dish (located next to or under the lever). Then, when the rat makes any additional behavior toward the lever, like standing in front of the lever, it is given reinforcement (note that the rat will no longer get a reward for just taking a single step in the direction of the lever). This continues until the rat reliably goes to the lever and presses it to receive reward.

REINFORCEMENT. : 

REINFORCEMENT. The term reinforce means to strengthen, and is used in psychology to refer to anything stimulus which strengthens or increases the probability of a specific response. There are 4 types of reinforcement. Positive Negative Punishment Extinction

HOW TO BECOME AN EFFECTIVE LEARNER? : 

HOW TO BECOME AN EFFECTIVE LEARNER? Keep Learning (and Practicing) New Things Learn in Multiple Ways Teach What You've Learned to Another Person Utilize Previous Learning to Promote New Learning Gain Practical Experience Look Up Answers Rather Than Struggle to Remember Understand How You Learn Best

LEARNING DISABILITY. : 

LEARNING DISABILITY. For someone diagnosed with a learning disability, it can seem scary at first. But a learning disability doesn't have anything to do with a person's intelligence - after all, such successful people as Walt Disney, Alexander Graham Bell, and Winston Churchill all had learning disabilities. Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. There are many kinds of learning disabilities. Most students affected by learning disabilities have more than one kind. Certain kinds of learning disabilities can interfere with a person's ability to concentrate or focus and can cause someone's mind to wander too much. Other learning disabilities can make it difficult for a student to read, write, spell, or solve math problems. CAUSES: Genetic Influences, Brain Development, Environmental Impacts.

DIFFICULTIES & SYMPTONS OF LD. : 

DIFFICULTIES & SYMPTONS OF LD. 1. Difficulty in learning and remembering printed words. Letter reversal (b for d, p for q) and number reversals (6 for 9) and the changed order of letters in words (tar for rat, quite for quiet) or numbers (12 for 21). Confusing vowel sounds. Persistent spelling errors. Difficulty in writing. Short-term memory loss. Other symptoms include: Delayed or inadequate speech. Trouble with picking the right words to fit the meaning desired when speaking. Problem with direction (up and down) and time (before and after, yesterday and tomorrow). Generally clumsy, awkward in using hands.

LD:SUCCESS STORY. : 

LD:SUCCESS STORY. Praveen is the result of a consanguineous marriage and came to this world in the seventh month of pregnancy with an underdeveloped brain and was physically weak. He had delayed developmental milestones. He was put under treatment twice by separate psychiatrists but he could not bear the side effects of the drugs and finally the parents had to discontinue the treatments. At the age of seven, Praveen could neither talk nor socialize, and he was becoming increasingly hyperactive and destructive. Under such circumstances, his parents found themselves run out of options other than physically punish him. He could not communicate his trauma due to lack of speech. He was very stubborn and would cry, yell, scream, pinch, bite others and run away. His bashing and hysterics became unmanageable to his parents. During these years, he developed bed-wetting with severely disturbed sleep and he became anemic too.Psychiatrists assessed him as a mild mentally retarded child with delayed speech and hyperactivity and he was put on treatment. During the treatment, he lost his weight due to low intake of food and he used to be too dull and sometimes used to sleep. Seeing all this, his parents decided to discontinue the treatment. After they stopped the treatment he went back to his habits of destroying things, spitting at others, pinching and throwing stones and footwear at anybody who wanted to interact with him.Praveen was brought to Samveda at the end of 1996. After initial screening, he was sent to All India Institute of Speech and Hearing for a fresh assessment. Praveen was certified as mentally retarded with an IQ of 30 and mental age 3. He started traveling from Harihar (His place of stay) to Davangere (12kms) to attend Samveda special school. After an year at Samveda, the Samveda staff found a donor for Praveen and so Praveen was taken into the 'Samveda Kunja', the special hostel for kids with learning disability and trainable mental retardation. After his three-year stint at Samveda, he learnt how to behave with his parents and almost everyone. He was friendly with everyone. He had picked up more than 250 words. He started to speak using short sentences. He was trained in all self-help skills with 100% of results. He became classroom friendly and started writing and there was marked improvement in his physical fitness. By the time he left Samveda, he had become the darling of the school and hostel. Presently he is attending a school in Harihar.

HANDWRITING OF AN LD CHILD : 

HANDWRITING OF AN LD CHILD

CONCLUSION. : 

CONCLUSION. As I said at the outset, all you really need to remember are three key principles: Principle I: Expose yourself to massive comprehensible input (possibly including written input). Principle II: Engage in extensive extemporaneous speaking (and possibly writing). Principle III: Learn to know the people whose language you are learning. Learning disabilities is a field that is constantly changing. Schools are becoming more adept at working with children with differing types of learning disability and it is hoped that our ability to assess minority children appropriately will also improve.