VARIETIES OF LEARNING

This paper was created to fulfill the task of

English Instructional Design
Lecturer: Puput Arianto, M.Pd.

By Group 1
Sundari 216121205
Muhammad Alfian Bahrudin 216121207
Iqbal Jamaludin 216121208

DEPARTMENT OF LANGUANGE EDUCATION

FACULTY OF ADAB AND BAHASA
ISLAMIC UNIVERSITY OF RADEN MAS SAID SURAKARTA
2023
 FORE WORD
Bismillahirrahmanirahim….
Alhamdulillahirabbil ‘alamin…
In the name of ALLAH SWT. Thank you for the blessings and mercy. With
this we group can finish this paper on time. Thanks to lecturer Puput Arianto, M.Pd.
who have taught the English Instructional Design course. Thanks also to the sources,
journals, and books that served as reference materials for us in completing this
assignment. We hope that this assignment will add new knowledge to us and the
readers.
For this reason, we in group 1 realized that our writing was far from perfect.
Therefore, criticism and suggestions are welcome.

Surakarta, 20 September 2023

Group 1

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 TABLE OF CONTENTS
TITLE PAGE...............................................................................................I
FOREWORD................................................................................................II
TABLE OF CONTENTS............................................................................III
CHAPTER I
INTRODUCTION
A. BACKGROUND...............................................................................1
B. PROBLEM FORMULATION...........................................................2
C. PURPOSE OF THE PROBLEM.......................................................2
CHAPTER II
DISCUSSION
A. Varieties of Learning.........................................................................3
B. Intellectual Skills...............................................................................5
C. Cognitive Skills..................................................................................7
D. Varieties of Learner Strategies...........................................................8
E. Varieties of Intellectual Skills in School Subjects.............................9
CHAPTER III
CLOSING
A. Conclusion.........................................................................................12
B. Suggestion..........................................................................................13
REFERENCES.............................................................................................14

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 CHAPTER I
INTRODUCTION

A. Background
Learning variations refer to various approaches, methods and techniques
used in the learning process. This includes the use of classical methods such as
classroom teaching, to the use of technology in online learning, as well as
experiential approaches that emphasize direct experience. Although learning
variety offers opportunities to meet the needs of diverse individuals, there are still
challenges and issues that need to be addressed.
Tendency to One Size Fits All Approach: Many educational systems still
adopt a one size fits all approach in teaching methods. This can ignore individual
differences in how students learn, which can impact learning effectiveness.
Limited Access to Alternative Learning Methods: Students from lower economic
backgrounds or remote areas may have limited access to learning variations such
as online learning or experiential programs. Lack of Teacher Training in Dealing
with Learning Variations: Many educators are not ready to teach with a variety of
learning methods, which may limit flexibility in more innovative teaching and
learning. Inappropriate Evaluation and Grading: Assessment systems often do not
consider variations in learning, which can hinder recognition of the achievements
of students who learn through different methods.Technology Challenges and
Digital Readiness: Online learning and its supporting technologies have become
more important in modern learning. However, there are still gaps in technology
access and readiness in various places. Difficulty in Measuring Diverse Learning
Outcomes: Measuring learning outcomes from various learning methods can be
complicated. It is necessary to develop evaluation tools that are appropriate to the
type of learning used. Challenges of Curriculum Adaptation: Adapting the
curriculum to learning variations can require extra effort in planning and
developing the school curriculum.

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 In this context, further research and exploration of learning variations
becomes very important. Understanding effective ways to integrate various
learning methods, overcome existing obstacles, and maximize the potential of
inclusive learning are important challenges in today's world of education.
Therefore, this research will try to answer these questions to increase the
effectiveness and inclusiveness of learning for all individuals.
B. Problem Formulation
1. What Is the Definition and The Importance Varieties of Learning?
2. What Is the Definition and The Importance Intellectual Skills and Strategies?
3. What Is the Definition and The Importance Information, Attitudes, and Motor
Skills?
C. The Writing Purpose
1. Understanding The Definition and The Importance of Varieties of Learning.
2. Understanding The Definition and The Importance of Intellectual Skills and
Strategies.
3. Understanding The Definition and The Information, Attitudes, and Motor
Skills.

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 CHAPTER II
DISCUSSION

A. Varieties of Learning
The term "varieties of learning" refers to the diverse range of methods,
approaches, and strategies that individuals use to acquire knowledge, develop
skills, and gain understanding. It encompasses the different ways people learn,
adapt to new information, and engage with educational experiences. Varieties
of learning can include formal and informal approaches, various learning
environments, and a wide array of instructional techniques and technologies.
Importance of Varieties of Learning:
Understanding and appreciating the varieties of learning is of
paramount importance in education and personal development. Here are some
key reasons why the concept of varieties of learning is significant:
1. Individualized Learning: People have unique learning styles, preferences,
and abilities. Recognizing and accommodating these differences allows
educators to tailor their teaching methods to meet the diverse needs of
students. This individualized approach enhances learning outcomes.
2. Inclusivity and Accessibility: Varieties of learning promote inclusive
education by ensuring that individuals with different learning abilities,
backgrounds, and experiences can access and benefit from learning
opportunities. It helps bridge educational disparities.
3. Optimizing Learning Outcomes: By employing a variety of teaching and
learning strategies, educators can optimize the effectiveness of their
instruction. Different approaches cater to different learning objectives and
subject matter, ultimately leading to better outcomes.
4. Lifelong Learning: The concept of varieties of learning underscores the
idea of lifelong learning, where individuals continue to acquire new skills

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 and knowledge throughout their lives. This adaptability is crucial in a
rapidly changing world.
5. Engagement and Motivation: Diverse learning methods keep learners
engaged and motivated. Innovative and interactive approaches can make
the learning process more enjoyable and effective.
6. Real-World Application: Some varieties of learning, such as experiential
learning and project-based learning, emphasize practical skills and real-
world application of knowledge. This prepares individuals for success in
their careers and daily lives.
7. Flexibility in Education: Varieties of learning allow for flexibility in
education. Traditional classroom instruction may not suit everyone, and
alternatives like online learning, apprenticeships, or self-directed learning
provide options for different learners.
8. Cultural Sensitivity: Recognizing and respecting different varieties of
learning can help educators be culturally sensitive and inclusive. Different
cultures may have unique approaches to learning, and understanding these
variations can foster cultural competence.
9. Research and Innovation: The study of varieties of learning informs
educational research and innovation. It encourages the development of
new teaching methods, technologies, and strategies that can enhance the
learning experience.
10. Adaptation to Change: In a rapidly evolving educational landscape, the
ability to adapt and embrace new varieties of learning is crucial. This
adaptability ensures that educational institutions and individuals remain
relevant and competitive.

The concept of varieties of learning underscores the diversity and

flexibility of educational approaches, making learning more effective,

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 inclusive, and adaptable to the changing needs of learners and society as a
whole.

B. Intellectual Skills
Intellectual skills refer to the abilities that individuals use to process
information, solve problems, and make decisions. Donald (1985) stated that
intellectual skills suggested by research into critical thinking, problem-
solving, and formal operations. The model includes skills such as analysis,
synthesis, evaluation, and problem-solving. Individuals gain thousands of
intellectual skills in school. Consider one aspect of linguistic skills. Even
teaching topics like oral reading, expressive reading, sentence creation,
paragraph construction, conversation, and persuasive speaking require a lot of
unique intellectual skills to be mastered. When dealing with intellectual
abilities, one must be prepared to examine the "detailed" structure of human
intellectual functioning.
Intellectual skills can be classified according to their complexity in
any field, regardless of subject matter. This implies that the complexity of
mental processes has the potential to influence human performance. For
example, a student may be offered two new and distinct-looking objects and
asked to learn how to distinguish them when the objects are returned at a later
time. The mental process involved is not particularly difficult. We might
conclude that what was taught in this event and then remembered is
"discrimination."
Based on the book "Principles of Instructional Design" by Robert M. Gagné,
Leslie J. Briggs, and Walter W. Wager (1974: 54), intellectual skills in school
subjects can be categorized into five levels of learning within the intellectual
skills category. These levels are as follows:
1. Discrimination
Discrimination is the ability to respond differently to stimuli that differ in

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 one or more physical dimensions. Discrimination is frequently taught to
children in the early stages of school. Children are asked to distinguish
between two "pictures," one with vertical lines and the other with
horizontal lines, or one circular and one square. Matching to a sample is
another variant of the discrimination task. asked to “choose a block that is
the same color as this one” from a group of different colored blocks. Early
in music instruction, children may be asked to learn to distinguish which
of two notes is louder or which is two tones. pairs contain notes of the
same or different pitch.
2. Concrete Concepts
Concrete concepts specify an object property or characteristic (for
example, color, shape). Concrete concepts are so named because the
human performance required is recognition of a concrete thing.
3. Defined Concepts
When a person can illustrate the meaning of a specific class of objects,
events, or relationships, he is said to have learned that idea. Consider the
concept of foreigners, or foreign citizens.
4. Rules
A rule has been learnt when it is able to declare confidently that the
learner's performance has some kind of "order" in a range of specific
scenarios.
In other words, the learner demonstrates his ability to reply with a class of
relationships between classes of objects and events. When a student
demonstrates that he can sort the cards marked X into the bin marked A
and the cards marked Y into the bin marked B, this is insufficient evidence
that his conduct is "rule-governed."
5. High Order Rules (Problem Solving)
The rules we learn are sometimes intricate mixtures of simpler rules.

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 Furthermore, these more sophisticated, or "higher-order," rules are
frequently established to solve a practical problem or set of problems.
Naturally, problem-solving skill is a fundamental goal of the educational
process—most educators agree that the school should prioritize teaching
children "how to think clearly." When students solve a problem that
represents real-world situations, they are engaging in cognitive activity.
There are many different sorts of problems, and even more different ways
to solve them. Students gain a new skill by finding a practical solution to a
problem. They learn something that can be generalized to other problems
having similar formal characteristics. This means they have acquired a
new rule or perhaps a new set of rules.

C. Cognitive Strategies
According to Win et al. (2019) Cognitive strategies are techniques that
improve a learner's ability to process information more deeply, transfer and
apply information to new situations, and result in enhanced and better-retained
learning.
Cognitive strategies are specific mental processes and techniques that
individuals use to acquire, process, store, organize, and retrieve information.
These strategies help people learn, solve problems, and think critically.
Cognitive strategies are an integral part of how we approach tasks that require
mental effort and can be applied across various domains of knowledge and
skills.
Cognitive learning strategies are techniques that improve a learner's
ability to process information more deeply, transfer and apply information to
new situations, and result in enhanced and better-retained learning. There are
several cognitive learning according to Weinstein et al., (2018: 10-11):
1. Spaced retrieval practice: This strategy involves spacing out learning
sessions over time to help learners retain information better

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 2. Interleaving: This strategy involves mixing up different types of problems
or tasks during a learning session to help learners better understand the
differences between them
3. Elaboration: This strategy involves connecting new information to
existing knowledge to help learners remember it better
4. Reflection: This strategy involves reflecting on what has been learned and
how it can be applied to new situations to help learners retain information
better
5. Concrete examples: This strategy involves using real-world examples to
help learners understand abstract concepts and apply them to new
situations
These cognitive learning strategies can be applied to any form of
learning, and they can increase the efficiency with which the learner
approaches a learning task, as well as their ability to develop a product, retain
essential information, or perform a skill.
Fox E and Riconscente M. (2008) in their theory said that
metacognition is the process of "thinking about thinking" or reflecting on
personal habits, knowledge, and approaches to learning. It is valued for the
ways it charges and motivates students with self-regulation of their learning
and enables transference of skills and content through reflection and abstract
comprehension.
Based on the theory it can be concluded that, Internal processing that
uses cognitive strategies to monitor and control other learning and memory
processes is generally known as metacognition.

D. Varieties of Lerner Strategies

Learner strategies in English language learning refer to the various

approaches, techniques, and methods that learners use to acquire and improve

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their English language skills. These strategies can be categorized into different
types based on their focus and purpose. Based on the book "Principles of
Instructional Design" by Robert M. Gagné, Leslie J. Briggs, and Walter W.
Wager (1974: 66-67), here are some varieties of learner strategies:
1. Rehearsal strategies: These strategies involve repetition and practice to
help learners remember information. Examples include rote memorization
and drill-and-practice exercises.
2. Elaboration strategies: These strategies involve connecting new
information to existing knowledge to help learners remember it better.
Examples include summarization, note-taking, and concept mapping.
3. Organizational strategies: These strategies involve organizing information
in a meaningful way to help learners remember it better. Examples include
outlining, categorizing, and chunking.
4. Comprehension monitoring strategies: These strategies involve monitoring
one's own understanding of the material to identify areas of confusion or
misunderstanding. Examples include self-questioning and summarization.
5. Metacognitive strategies: These strategies involve thinking about one's
own thinking and learning processes to improve learning outcomes.
Examples include goal-setting, self-assessment, and reflection.
6. Affective strategies: These strategies involve managing emotions and
motivation to improve learning outcomes. Examples include positive self-
talk, visualization, and goal-setting.

These learner methods can be utilized in various combinations to

improve learning results. When building instructional materials, skilled
instructional designers can consider these tactics to assist learners process
knowledge more thoroughly, transfer and apply information to new
circumstances, and result in increased and better-retained learning.

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E. Varieties of Intellectual Skills in School Subjects
Intellectual skills in school subjects refer to the abilities that students
need to acquire to succeed academically. Donald (1985) in his article
mentioned some of the varieties of intellectual skills in school subjects:
1. Analysis: The ability to break down complex information into smaller
parts and understand how they relate to each other. This skill is important
in subjects such as science, mathematics, and literature
2. Problem-solving: The ability to apply knowledge and skills to solve
problems. This skill is important in subjects such as mathematics, science,
and social studies
3. Verbal comprehension: The ability to understand and use language
effectively. This skill is important in subjects such as language arts, social
studies, and literature
4. Reasoning skills: The ability to use logic and critical thinking to solve
problems and make decisions. This skill is important in subjects such as
mathematics, science, and social studies
5. Evaluation: The ability to assess the quality or value of something based
on a set of criteria. This skill is important in subjects such as art, literature,
and social studies
6. Comprehension: The ability to understand and interpret information. This
skill is important in subjects such as language arts, social studies, and
science
7. Synthesis: The ability to combine different pieces of information to create
a new understanding. This skill is important in subjects such as science,
social studies, and literature
8. Creativity: The ability to generate new ideas and solutions. This skill is
important in subjects such as art, music, and literature

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 These intellectual skills in school subjects are essential for academic
success and can be developed and applied in various educational settings to
enhance learning outcomes. The development of these skills can be facilitated
through the use of appropriate instructional strategies and activities

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 CHAPTER III
CLOSING

A. Conclusion
The varieties of learning methods, approaches and strategies used by
individuals to acquire knowledge, skills and understanding. This variety of
learning allows education to be more inclusive, flexible and effective. In order
to increase educational effectiveness and individual development,
understanding and applying learning variations is very important.
In the learning process, it is important to accommodate diverse
individual learning styles and preferences. Each individual has a unique way
of learning, and understanding these differences can help educators design
more effective learning experiences. Variety of learning also promotes
inclusivity, allowing individuals with diverse backgrounds and abilities to
access education.
Varieties of learning also provide flexibility in education. There are a
variety of learning methods and environments, from traditional classroom
learning to online learning, so each individual can choose an approach that
suits their needs and preferences. In addition, learning variety provides an
impetus for lifelong learning, promoting adaptation to change and
development in a constantly changing world.
The importance of using various learning strategies and methods is to
optimize learning outcomes. Each learning method can be suitable for
different learning objectives, so that education becomes more relevant and
effective. What's more, learning variety can increase individual engagement

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 and motivation in learning, making the learning process more interesting and
meaningful.
In the context of an increasingly connected and dynamic world,
recognizing and implementing variations in learning is key to becoming a
lifelong learner who is able to adapt to change. As educators, leaders, and
learners, we must continue to explore, embrace, and develop various learning
approaches to ensure education remains inclusive, effective, and responsive to
the evolving needs of society and individuals.

B. Suggestion
In preparing this paper, the author realizes that the preparation of this
paper is not free from errors and deficiencies. Therefore, the authors hope that
readers will provide constructive criticism and suggestions for self-evaluation
efforts. And the authors hope that this paper will add to the reader's
knowledge of Role Play and Storytelling.

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 REFERENCES

Donald, Janet G., (1985). Intellectual skills in higher education. The

Canadian Journal of Higher Education, Vol. 15(1), 55-59

Fox E and Riconscente M. (2008). Metacognition and Self-Regulation in

James, Piaget and Vygotsky. Education Psychology Review 20:373-
389.

Gagne, R. M., & Briggs, L. J. (1974). Principles of instructional design. Holt,

Rinehart & Winston.

Weinstein, Y., Madan, C.R. & Sumeracki, M.A. Teaching the science of
learning. Cogn. Research 3, 2 (2018). https://doi.org/10.1186/s41235-
017-0087-y

Winn AS, DelSignore L, Marcus C, Chiel L, Freiman E, Stafford D, Newman

L. Applying Cognitive Learning Strategies to Enhance Learning and
Retention in Clinical Teaching Settings. MedEdPORTAL. 2019 Nov
1;15:10850. doi: 10.15766/mep_2374-8265.10850. PMID: 31921996;
PMCID: PMC6946583.

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