01-12-2014

Presented by
Subheesh N P (HS14D008)
Guided by
Dr. Satya Sundar Sethy
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Theories of Learning
Behaviourism is the theory that describes
learning as an observable change in the
behaviour. Behaviorists look at learning as an
aspect of conditioning and will advocate a
system of rewards and targets in education.
Cognitivism is based on the learners thought
process behind the behaviour. Cognitivists
believe that the definition of learning as a
change in behavior is too narrow and prefer to
study the learner rather than their environment.
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Constructivism is based on the premise that
we all construct our own perspective of the
world, through individual experiences. Here the
acquisition of knowledge should be an
individually tailored process of construction.
Connectivism is a hypothesis of learning which
emphasizes the role of social and cultural
connections. It postulates learning is taking
place
through
the
(technology-enabled)
connections and social networking.
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Methods of Learning: Pedagogy, Andragogy

& Heutagogy
Pedagogy, the art of science and teaching the
child, embodies a teacher-focused education.
Here the role of the student to be a dependent
one and the relationship between the student
and his/her peers is a competitive one.
Andragogy on the other hand, is the study of
adult-learning. It has been viewed as a natural
progression from pedagogical educational
methodologies in which learner is independent.
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As progression from pedagogy and andragogy

the notion of Heutagogy allows learners to
develop their abilities of self-instruction and of
becoming self-directed learners. The approach
has been proposed as an emergence of new
technologies in distance education for an
interdependent learner.

Differences among Pedagogy, Andragogy &

Heutagogy
Pedagogy
Child Education
Dependent Student
Content determined by
Teacher

Andragogy
Adult-Learning
Independent Learner
Content determined by
Teacher and Leaner

Heutagogy
Self-Directed Learning
Interdependent Learner
Content determined by

Leaner
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BLOOMs TAXONOMY
3 Domains of Learning :

Psychomotor
Affective

Cognitive
Each domain has 5 -6 levels that are
hierarchical in terms of complexity

Psychomotor Domain :
Includes physical movement, coordination, and use of the motorskill areas
Requires practice

measured in terms of - speed, precision, distance, procedures,

or techniques in execution

Imitation
Manipulation

Precision
Articulation

Naturalization

Level

Definition

Possible Verbs

1. Imitation

Observe a skill / product and attempt

to repeat / replicate it while attending
to an exemplar.

Attempt, copy,
duplicate, imitate,
mimic

2. Manipulation

Perform the skill or produce the

product in a recognizable fashion by
following general instructions rather
than observation.

Complete, follow,
play, perform,
produce

3. Precision

Independently perform the skill or

produce the product, with accuracy,
at an expert level.

Achieve
automatically,
perform
masterfully

4. Articulation

Modify the skill or product to fit new

situations; combine more than one
skill in sequence with harmony and
consistency.

5. Naturalization

Completion of one or more skills with

ease and making the skill automatic
Naturally,
with limited physical or mental
perfectly
exertion.

Adapt, alter,
customize,
originate

Taxonomy of Affective Domain

The taxonomy is ordered according to the principle of internalization.

Affective Domain
Level

Receiving

Responding

Valuing

Definition

Example

Being aware of or attending

to something in the
environment

Person would listen to a

lecture or presentation
about a structural model
related to human behavior.

Showing some new

behaviors as a result of
experience

The individual would answer

questions about the model
or might rewrite lecture
notes the next day.

Showing some definite

involvement or commitment

The individual might begin to

think how education may be
modified to take advantage
of some of the concepts
presented in the model and
perhaps generate a set of
lessons using some of the
concepts presented.

Organization

Characterization by
Value

Integrating a new value

into one's general set of
values, giving it some
ranking among one's
general priorities

Acting consistently with

the new value

This is the level at which

a person would begin to
make long-range
commitments to
arranging his or her
instruction and
assessment relative to
the model.

At this highest level, a

person would be firmly
committed to utilizing the
model to develop, select,
or arrange instruction
and would become
known for that action.

Cognitive Domain
The domain most involved in higher learning.
Includes all learning that deal with - recall / recognition /
development of intellectual abilities & skills
six major categories

starting from the simplest behavior to the most complex

(degrees of difficulty)
Each category must be mastered before proceeding to the
next

Thinking Skill

Definition

Key Words for

Assignments

1. Knowledge

Remembering
previously learned
material

List, name, identify,

show, define, recognize,
recall

2. Comprehension

Ability to grasp the

meaning of material

Explain, summarize,
compare, paraphrase,
differentiate,
demonstrate, classify

3. Application

Ability to use learned

material in new and
concrete situations

Solve, illustrate,
interpret, relate,
manipulate, apply,
modify

Thinking Skill

Definition

Key Words for

Assignments

4. Analysis

Break down
material into
component parts in
order to understand
its organizational
structure

Analyze, organize,
contrast,
distinguish, plan,
devise

5. Synthesis

Ability to put parts

together to form a
new whole

Design,
hypothesize,
support, justify

6. Evaluation

Ability to judge the

Evaluate, choose,
value of material
estimate, judge,
according to definite defend, criticize
criteria

Blooms & Andersons Taxonomies

Blooms Taxonomy
1) Knowledge
2) Comprehension
3) Application
4) Analysis
5) Synthesis
6) Evaluation

Andersons Taxonomy
1) Remembering
2) Understanding
3) Applying
4) Analyzing
5) Evaluating
6) Creating

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Thank You

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