This document discusses learning and intelligence. It defines learning and outlines its key characteristics. It also discusses different types or domains of learning, including cognitive, affective, and psychomotor domains. The document also summarizes Robert Gagne's 8 types of learning, Benjamin Bloom's taxonomy of learning domains, and Howard Gardner's theory of multiple intelligences which identifies 7 types of intelligence. Finally, it discusses intelligence testing including the Stanford-Binet Intelligence Scale and some of the problems with IQ tests.
This document discusses learning and intelligence. It defines learning and outlines its key characteristics. It also discusses different types or domains of learning, including cognitive, affective, and psychomotor domains. The document also summarizes Robert Gagne's 8 types of learning, Benjamin Bloom's taxonomy of learning domains, and Howard Gardner's theory of multiple intelligences which identifies 7 types of intelligence. Finally, it discusses intelligence testing including the Stanford-Binet Intelligence Scale and some of the problems with IQ tests.
This document discusses learning and intelligence. It defines learning and outlines its key characteristics. It also discusses different types or domains of learning, including cognitive, affective, and psychomotor domains. The document also summarizes Robert Gagne's 8 types of learning, Benjamin Bloom's taxonomy of learning domains, and Howard Gardner's theory of multiple intelligences which identifies 7 types of intelligence. Finally, it discusses intelligence testing including the Stanford-Binet Intelligence Scale and some of the problems with IQ tests.
1. Define the following: Instinctive Drift Taste Aversion Learning Domains Andragogy Webinar 2. Why must every educator be familiar with Bloom’s Taxonomy? 3. Explain the relevance of Gardner's Seven Knowledge Types to the new education system in Kenya Learning Learning Defined: Generally, a relatively permanent change in behavior, skills, knowledge, or attitudes resulting from identifiable psychological or social experiences. Characteristics of Learning 1. Learning exhibits itself as a change in behaviour. We compare initial behaviour before being placed in the “Learning Situation” and behaviour exhibited after Can you give an example of a “Learning Situation” ? NB: a “Learning Situation” doesn’t have to be a classroom/ institution! … Characteristics of Learning This change must be relatively permanent is not that attributed to Growth/ maturation illness, fatigue, use of drugs. … Characteristics of Learning Includes an increased capability in performance, altered disposition in attitude, interest or value. 2. Learning is not directly observable but is visible by the observable activities of the individual. 3. Learning depends on practice and experience TYPES/ CATEGORIES/ DOMAINS OF LEARNING Different approaches to Learning yield different types; To highlight a few key Learning Domains (categories of learning outcomes) There are 3 major types of learning domains: cognitive, affective, psychomotor, (some add a 4th - interpersonal) According to Robert Gagné – 8 types 1. Signal learning. The individual learns to make a general response to a signal. This is the classical conditioned response of Pavlov. 2. Stimulus-response learning. The learner acquires a specific response to a certain stimulus. (Skinner’s operant/ instrumental response.) 3. Chaining. One acquires a chain of two or more stimulus response connections. A response acts as a stimulus for the next response etc Gagné cont’d 4. Verbal association. It is the learning of chains that are verbal. Consider these scenarios: a) Someone comes and greets you “Hello you….. (and immediately starts hurling insults at you) b) Someone comes and greets you “Hello (with a smile) naturally, will you respond to both in the same way? Conditions resemble those for other (motor) chains. Gagné cont’d 5. Multiple discrimination One learns to make a number of different identifying responses to many different stimuli, which may resemble each other in physical appearence to a greater or lesser degree. Although the learning of each stimulus-response connection is a simple occurrence, the connections tend to interfere with one another. Now think of a practical example Gagné cont’d 6. Concept learning. The learner acquires the ability to make a common response to a class of stimuli even though the individual members of that class may differ widely from each other. The learner is able to make a response that identifies an entire class of objects or events. Kenya’s matatu touts are known for their peculiar behaviour If you live in Mombasa, even when you visit Kisumu, there is what you expect of the touts there. (you have learnt tp make a common response to this class of stimuli) Gagné cont’d 7. Principle learning. A principle here is a chain of two or more concepts (a cluster of related concepts.) It functions to organize behavior and experience. Carry further the ‘touts’ example. Suppose you meet a suit clad polite talking tout? 8. Problem solving. A kind of learning that requires thinking. One uses previously acquired concepts and principles to tackle a new problem Krathwohl's Taxonomy of Affective Domain Receiving being aware of / sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to. Responding committed in some small measure to the ideas, materials, or phenomena involved by actively replying to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim. Krathwohl's Taxonomy of Affective Domain Valuing willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate. Organization to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine. Characterization to act consistently in accordance with the values one has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve. Stanford Binet Intelligence Scale Emphasises verbal skills and abstract reasoning. Formula: IQ= 100 x MA/CA Where IQ - Intelligence Quotient; CA -Chronological Age; MA - Mental Age. In other words: IQ = (Mental age/ Actual age) x 100 (Search on how to interpret the scores as well as how the test has evolved over time.) Check out also the test by American psychologist David Wechsler Binet Scale of Human Intelligence
IQ Score Original Name Modern Term
Over 140 Genius or Near-Genius 120 - 139 Very Superior 110 - 119 Superior 90 - 109 Average or Normal 80 - 89 Dull Dull Normal 70 - 79 Borderline Deficiency Mild Binet Scale of Human Intelligence
Problems with the IQ tests Major - cultural bias under which they were developed. Most tests reflect white middle class values and experiences. If you have gown up in the city and you are told to demonstrate how to milk a camel, guess how much you would score So far, there are no other reflecting values and attitudes of various cultures. Problems with the IQ tests Assumes constant increase of mental age with chronological age which is not usually the case. Does an 80 year old have more capacity than a 70 year old? May help to understand a child at either extreme - highly intelligent or extremely loco and has learning difficulties. The tests do no help much in planning personal educational goals for the vast majority of children who are in the average. Howard Gardner’s Theory of Multiple Intelligences Deviates from the traditional way of looking at IQ Howard Gardner (1983, 1999) developed a theory of multiple intelligences breaking knowledge down into seven types: For you: Can you find out what they are?