LEARNING PROCESS

Learning Process

Session Objectives
By the end of the session, participants will
be able to:
1. Discuss the basic principles of adult
learning
2. Define of cognitive, psychomotor and
affective domains of learning.
3. Give examples for cognitive, psychomotor,
and affective domains.
Learning Process
 Learning Process

HOW
YouPEOPLE
can edit thisLEARN?
title You can edit this title
75%
SIGHT

HEARING
13%

TOUCH 6%

SMELL 3%

3%
TASTE
Learning Process

Characteristics of Learning
• Purposeful – specific intention & goal
• Results of Experience – all learning is by
experience but it takes place in different
forms & varying degrees of richness & depth
• Multifaceted – learn much more that
expected; incidental learning
• Active Process – react and response

DOH - HEMS
Basic Life Support Training of Trainers
Learning Process
Learning Process
Learning Process
Learning Process
Learning Process
Learning Process
Learning Process
Learning Process
Learning Process

LEARNER TYPE
PEDAGOGY ANDRAGOGY

DOH - HEMS Basic Life Support Training of Trainers

 Learning Process
Key differences between children and
adult learners
CHILDREN (Pedagogy)
Rely on others to decide what is
important to be learned
Accept the information being
presented in face value
Expect what they are learning to be
useful in their long-term future
Have little or no experience upon
which to draw, are relatively “blank
slates”
Little ability to serve as a
knowledgeable resource to teacher
or fellow classmates
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ADULTS (Andragogy)
Decide for themselves what is
important to be learned
Need to validate the information
based on their beliefs and values
To be immediately useful
Have substantial experience upon
which to draw. May have fixed
viewpoint
Significant ability to serve as a
knowledgeable resource to their
trainer and fellow learners
Basic Life Support Training of Trainers
 Learning Process

Learning Processes and Aging

• Older learners have slower reaction time than
younger learners.
• Vision generally declines from the age of 18 to 40.
• Around age 70, our hearing begins to decline and
we begin experiencing problems with pitch,
volume, and rate of response.
• Older adults have a harder time acquiring and
retrieving information

DOH - HEMS Basic Life Support Training of Trainers

Learning Process

Adult Learning Principles

• As they mature, adults tend to prefer self
direction
• Adult’s experiences are rich resource for
learning
• Adults are aware of specific learning needs
• Adults are competency-based learners

DOH - HEMS
Basic Life Support Training of Trainers
 Learning Process
Domains of Learning
(Taxonomy of Learning)
• Developed by Benjamin Bloom, et al, in 1956.
– His research described the major areas of learning
and thinking, and classified them into 3 large
groups called the domains of learning:
• Cognitive - mental skills (thinking)
• Affective – growth in feelings (attitude)
• Psychomotor – manual/performance (skills)
• That work has been revised to help teachers
understand and implement a standards-based
curriculum (Lorin Anderson & David Krathwohl, 2001).

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Basic Life Support Training of Trainers

Learning Process
 Learning Process
Levels of Three Domains of Learning
Level Cognitive Domain Psychomotor Affective Domain
Domain

Level 1: Knowledge Imitation Receiving

Knowledge Comprehension Manipulation Responding
(low level)

Level 2: Application Precision Valuing

Application
(intermediate
level)

Level 3: Problem Analysis Articulation Organization

Solving Synthesis Naturalization Characterization
(high level) Evaluation

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Learning Process

COGNITIVE DOMAIN
• Involves knowledge
• Development of
intellectual skills
• Recall or
recognition
• Degrees of
difficulties

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 Learning Process

Categories – Cognitive Domain

• Knowledge – recall data or information
• Comprehension – understand the meaning and translation
• Application – use a concept in a new situation
• Analysis – separates materials or concepts into
component parts to be understood
• Synthesis – build structure from diverse element that is
putting parts together to form a whole
• Evaluation – make judgment about the value of ideas

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 Learning Process

Revised by Lorin Anderson & David Krathwohl, 2001

Remember - Using memory to recall facts and

definitions.
Understand - Constructing meaning from information.
Apply - Using procedures to carry out a task.
Analyze - Breaking materials into parts to determine
structures and relationships.
Evaluate - Making judgements based on checking
against given criteria.
Create - Putting materials together to form a unique
product.
 Learning Process

AFFECTIVE DOMAIN
• Manner of dealing
with things
emotionally
• Five major
categories

DOH - HEMS Basic Life Support Training of Trainers

Learning Process

Categories of Affective Domain

• Receiving Phenomena – awareness, willingness
to hear
• Responding to Phenomena – active participation
of learners
• Valuing – worth or value a person attaches to a
particular object or commitment
• Organization – organizing values into priorities
• Internalizing values – has a value system that
controls their behavior

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 Learning Process

PSYCHOMOTOR DOMAIN
• Physical movement and
coordination
• Requires practice
• Seven major categories

DOH - HEMS Basic Life Support Training of Trainers

 Learning Process

Categories of Psychomotor Domain

• Perception – the ability to use sensory cues to
guide motor activity
• Set – readiness to act
• Guided response – includes imitation and trial and
error
• Mechanism – movements can be performed with
some confidence and proficiency

DOH - HEMS Basic Life Support Training of Trainers

 Learning Process

Categories of Psychomotor Domain

• Complex Overt Response – highly coordinated
• Adaptation – modify movement to fit requirements
• Origination – creating new movement patterns to fit
a particular situation

DOH - HEMS Basic Life Support Training of Trainers

Learning Process

Importance of the Domains of Learning

• Useful in instructional design (writing goals and
objectives)
• Commonly used in EMS educational products.
• Serve as a means for trainers to decide about
depth and breadth issues when developing
lesson plans.
• Serve as a means for trainers to develop test
questions.

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 Learning Process

Verb Use
• Common Cognitive verbs:
– define, describe, design, analyze, discuss,
and identify
• Common Psychomotor verbs:
– demonstrate, show, perform, and conduct
• Common Affective verbs:
– defend, appreciate, value, and model

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Learning Process

Some Classroom Activities To Target

Each Domain (1 of 2)
• Cognitive - lecture, discussion, reading,
diagramming, case studies and drills
• Psychomotor - skills practice, scenarios,
simulations, and role playing

DOH - HEMS Basic Life Support Training of Trainers

Learning Process

Some Classroom Activities To Target

Each Domain (2 of 2)
• Affective - modeling behaviors you expect
the students to emulate (tolerance,
punctuality, respect, kindness, honesty
and integrity), role playing situations
involving affective domain content,
sensitivity training and awareness
courses

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Learning Process

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1946 Edgar Dale created Basic Life Support Training of Trainers

Learning Process

Domains Are Isolated

• Cognitive knowledge of a skill does not imply
competency in performance of the skills
– Cognitive knowledge must be integrated with
psychomotor skill practice and performance
– For example: A student who can answer multiple-
choice exam questions about the procedure for
spinal immobilization is not necessarily able to fully
immobilize a patient without compromising the spine

DOH - HEMS Basic Life Support Training of Trainers

Learning Process

Preference
– Teaching BLS requires use of all three domains
• Minimum competency in all domains must be
achieved for practice as a professional BLS instructor
• For example, a BLS provider must KNOW (cognitive)
the indications for cardiopulmonary resuscitation,
RECOGNIZE (cognitive) the signs and symptoms of
myocardial infarction, be able to PERFORM
(psychomotor) CPR, and APPRECIATE (affective) the
level of distress and anxiety felt by a patient in order to
effectively treat the patient.

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Learning Process

Affective Objectives
• At the completion of this module the
trainee should be able to:
– Acknowledge the need to teach within the
three domains of learning.
– Support activities that teach and evaluate the
three domains of learning
– Value all three domains of performance.

DOH - HEMS Basic Life Support Training of Trainers

Learning Process

REFERENCE
• https://www.slideshare.net/janettecbalagot/teaching-and-learning-principles-with-instructional-planning
• http://www.jaycrook.com/jay/masters/dales_cone.pdf

DOH - HEMS Basic Life Support Training of Trainers

Learning Process

Were the Session Objectives?

By the end of the session, participants will

be able to:
1. Discuss the basic principles of adult
learning
2. Define of cognitive, psychomotor and
affective domains of learning.
3. Give examples for cognitive, psychomotor,
and affective domains.
Learning Process

DOH - HEMS Basic Life Support Training of Trainers

Thank you very much!