VARIETIES OF LEARNING

(INTELLECTUAL SKILLS
& STRATEGIES)
KAVITHA RAJAH
WHAT TO BE LEARNED?
1) INTELLECTUAL SKILLS
2) COGNITIVE STRATEGIES
3) VERBAL INFORMATION
4) MOTOR SKILLS
5) ATTITUDES
 THE NEED TO CATEGORIZE TYPES OF
LEARNING OUTCOMES
• Benjamin Bloom’s (1956) – 3domain of learning
i. Cognitive ( knowledge, comprehension,
application = lower-order learning skills,
analysis, synthesis & evaluation = higher-
order learning skills)
ii. Affective
iii. Psychomotor
 Categorize Types Of Learning
 Purpose-to clarify our thinking & improve the process of
writing desired outcomes.
 Developing a taxonomy of objectives
- Help curriculum builders plan learning experiences & prepare
evaluation devices.
- Clarify the meaning of a learning objectives
- To provide a framework for research on teaching & learning, in
terms of remembering, thinking & problem solving.
The Nature Of A Hierarchy Of Learned Capabilities
 Hierarchy of skills – performance of the lower-level skills of
the hierarchy are prerequisites for performance at the higher
level.
 Problem solving involves use the rules which the rules to be
learned prior to successful problem solving.
 Intellectual skill – class of learned capabilities that makes it
possible for an individual to respond to & describe the
environment through symbols.
 Types Of Intellectual Skills
 Intellectual skills can be categorized by complexity.

Problem solving

Rules & principles

Concepts

Descriminations

Levels Of Complexity In Intellectual

Skills
 Discrimination
 Capability of detecting differences in stimuli along one or
more physical or sensory dimension.
 Regular part of instruction for children in early school grades.
 3 components of the learning situation
1. The performance that is acquired or to be acquired.
2. The internal conditions that must be present for learning to
occur.
3. The external conditions that provide stimulation to the
learner.
 Concrete Concepts
 A concept – capability that makes it possible for an identify a
stimulus.
 Concrete concept – identifies an object property of object
attribute.
 Conditions of Learning for Concrete Concepts
Performance
• Students identifies a class of
object properties including
object positions by pointing to
two or more members of the
class.
Internal conditions
• Discrimination must be
recalled.
• Attributes of the concept being
learned must compared to the
relevant attributes of the item
to be categorized.
External conditions
• Informing the student what
concept they will be learning.
• Presenting instances of
concept, emphasizing relevant
attributes.
• Presenting potentially
confusing nonexamples &
explaining why they are not
instances of the concept.
• Allowing the student to
practice application of the
concept by identifying
instances.
• Providing spaced practice for
retention & transfer.
 Defined Concepts
 Cannot be identify by physical attributes (love, mother, family,
jealousy)
 Verbal statement of the attributes & relationships among
them.
 Concepts have corresponding concrete concepts that carry the
same name & possess certain features in common.
 Conditions of Learning for Defined Concepts
Performance Internal conditions External conditions

• Learner applies the • The learner must retrieve • Identification of the

defined concept by
classifying instances &
noninstances of the
concept.
• Application of the concept
goes beyond recalling its
definition.
all of the component concept or concepts they
concepts included in the will be learning.
definition, including the • A presentation of the
concepts that represent definition of the concept.
relations among them. • Examples & nonexamples
that fit or do not fit the
definition.
• Practice is provided by
having the learner classify
instances & noninstances
with corrective feedback.
• Spaced practice for
retention & transfer.
 Rules or Principles
 Statement of relationships among concepts.
 Learner shows that they able to respond with a class of
relationships among classes of objects & events.
 Most human behavior falls into this category.
 Conditions of Learning for Rules
Performance
• The rule is demonstrated by
showing that it applies to
one or more concrete
instances.
Internal conditions
• The learner must retrieve
each of the component
concepts of the rule
including the concepts that
represent relations.
External conditions
• A general statement about
what will be learned.
• Presentation of the rule to
be learned as a verbal
statement or list of
procedures.
• Guidance with learning by
demonstrating application of
the rule or procedure.
• Practice applying the rule
with feedback.
• Opportunities for applying
the rule in a variety of
situations to enhance
transfer.
 Higher-Order Rules: Problem Solving
 One has a problem when the solution to a situation is not
immediately evident.
 Conditions of Learning for Problem Solving
Performance
• Invention & use of a complex rule to
achieve the solution of a problem
novel to the individual.
Internal conditions
• The learner must retrieve relevant
subordinate rules & relevant
information.
External conditions
• Be presented with novel problem for
which they have the composite rules
to solve.
• Apply problem-solving strategies
because the instructional situation
lacks direct instruction.
• Receive feedback in the form of
encouragement in the previously
mentioned process 7 perhaps minor
corrections of process.
• Be encouraged to reflect on what
they accomplished & verbalize how
they did it.
• Be provided with practice on similar
problems to encourage transfer.
• Engage in problem solving &
therefore learning to solve problems
that is facilitated by collaborative
group work.
 Cognitive Strategies
 Control process, an internal process by which learner select
and modify their ways of attending, learning, remembering &
thinking.
 Operation & usefulness of cognitive strategies in problem
solving
 Varieties of Learner Strategies
 Rehearsal Strategies – learner conduct their own practice of
the material being learned (practice is simply repeating to
themselves the names of the items in an ordered list.
 Elaboration Strategies – the learner deliberately associates
the item to be learned with other readily accessible material.
 Organizing Strategies – arranging material to be learned into
an organized framework is the basic technique of these
strategies.
 Comprehension Monitoring Strategies – pertain to student’s
capability of setting goals for learning, estimating the success
with the goals are being met & selecting alternative strategies
to meet the goals.
 Affective Strategies – used by learner to focus & maintain
attention to control anxiety & to manage time effectively.
 Other Organizational Systems – chunking, spatial, bridging &
multipurpose, rehearsal & mnemonic, key word, chain & loci.
 Selective perception for intellectual skills tasks may be
facilitated by creating an expectation about the outcomes of
the learning task.
 Cognitive strategies as learned capabilities that are the
outcomes of instruction.
 Learning Cognitive Strategies
 Cognitive strategy is a cognitive skill that selects & guide the
internal processes involved in learning & thinking.
 Object of the skill that differentiates cognitive strategies from other
intellectual skills.
1. Genetic factors – not amenable to the influence of education are
likely to play an important part in the determination of creative
thought.
2. Internally organized nature of cognitive strategies – conditions of
instruction can have only an indirect effect upon their acquisition
& improvement.
Conditions of Learning for Cognitive Strategies
Performance
• Cannot be observed directly but
must be inferred from
performances calling for the use
of other intellectual skills.
Internal conditions
• Prior knowledge relevant to the
subject matter to be learned or
thought about must be
retrievable, just as is true for
other intellectual skills.
External conditions
• Explain to student what the
strategy is & the purpose or
learning it.
• Strategies may often be described
or originally learned as a series of
steps, suggested to learners by
verbal communications or
demonstrated to them in simple
form.
• Strategies are more likely to be
adopted if the learner invents
them.
• Dependable use of a strategy
depends upon favorable
outcomes.
• Automaticity depends upon
opportunities for practice.
 Metacognition
 The internal processing that makes use of cognitive strategies
to monitor & control other learning & memory processes.
 Problems to be solved, learners are able to select & regulate
the employment of relevant intellectual skills & bring to bear
task-oriented cognitive strategies.
 Planning models for direct training in metacognitive
knowledge are involved in many schemes for study skills &
general problem solving.
 Two different viewpoints:
1. They may be acquired by learners through the
communication of metacognitive knowledge.
2. Metacognitive strategies arise from generalization of a
number of specific task oriented strategies, usually after
considerable variety of problem solving experiences by the
learner.
 Strategies for Problem Solving
 Strategies employed by adults in solving verbally stated
problems are:
1. Inferring transformed conceptions of the givens
2. Classifying action sequence rather than randomly choosing them
3. Choosing at any given state of the problem that closer to the goal
4. Identifying contradictions that prove the goal cannot be attained from
the givens.
5. Breaking the problem into parts
6. Working backward from the goal statement
 3 different models of problem solving:
1. Makes the assumption that general problem-solving skills,
can be directly taught & will exhibit generalization to other
situations
2. Maintains that general problem-solving skills can be taught
but not directly
3. Argues that direct instruction in general problem-solving
strategies is effective in establishing only weak strategies
that help problem solving very little.
Varieties Of Intellectual Skills In School Subjects
1. The class of performance they make possible
2. The internal & external conditions necessary for their
occurrence
3. The complexity of the internal process they establish in the
individual’s memory