TYPES of Learning
TYPES of Learning
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Q: Critically analysis the following:
Define learning, styles of learning and their classroom applications, types of learning and
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Introduction
Learning is a key process in human behaviour. All living is learning. If we have a tendency
to compare the straightforward, crude ways in which during which a child feels and behaves, with
the advanced modes of adult behaviour, his skills, habits, thought, sentiments and also the like-we
This expertise makes him to vary or modify his behaviour so as to deal effectively with it.
skills, knowledge, habits, attitudes, interests and different temperament characteristics are all
(usually called practice) “(Systems and Theories in Psychology, p7) by Melvin H. Marx.
Milgard define learning as “learning is the process by which an activity originates or is change by
reacting to an encountered situation provided that the characteristic of the change in activity cannot
be explained on the basis of native response tendencies, maturation or temporary of the organism
(e.g. fatigue, drugs, etc) permanent change in behaviour “any relatively permanent change in
behaviour that occurs as a result of practice and experience”. This definition has three important
elements.
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b. It's a modification that takes place through follow or expertise, however changes because
reasonably while.
All learning involves activities. These activities involve either physical or mental activities. They
may be simple mental activities or complex, involving various muscles, bones, etc. So also the
mental activities may be very simple involving one or two activities of mind or complex which
What activities are learned by the individual refer to types of learning. For example, habits, skills,
facts, etc. There are different types of learning. Some of the important and common learning
We all experience the world in different ways, and with that comes difference in the ways we learn
the best. Understanding the differences in these types of learning styles can extremely impact the
approach teachers handle their pupils, set up group projects and rally behind individual learning.
Without considerate the difference in learning styles, teachers might end up with a handful of
students lagging behind their fellow student—in part because their unique learning style hasn’t
been stimulated.
“The focus on learning styles and their role in the classroom came from Howard Gardner’s
Multiple Intelligence research,” says Edward Steinhauser, an educator at the Long Beach
Unified School District. “He argued, and I agree, that individuals excel at different things, and to
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define intelligence as simply literacy and math skills is to inaccurately understand the strengths of
the learner.”
As learning styles and preferences take on a variety of forms—and not all people fit neatly into
one category as there’s plenty of overlap between styles. That being said, most learners align with
1. Visual learning
Identification of visual learners in a class: Someone with a preference for visual learning is
partial to seeing and observing things, including pictures, diagrams, written directions and more.
This is also referred to as the “spatial” learning style. So Students who learn through sight
understand information better when it’s presented in a visual way. If a student finds to learn better
by reading and looking at pictures, diagrams, and graphs then chances are he is a visual learner.
These are doodling students, list makers and students who take notes.
A teacher should design activities that involves the visual learners: The whiteboard is the best
friend when a teacher is teaching visual learners. Teachers should create opportunities to draw
pictures and diagrams on the board, or ask students to draw examples based on the topic they’re
learning. Teachers dealing to visual learners should regularly make handouts and use
presentations. Visual learners may also need more time to process material, as they observe the
visual cues before them. So be sure to give students a little time and space to work through the
information.
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2. Auditory learning
Identification of auditory learners: Auditory learners tend to learn better when the subject matter
is reinforced by sound. These students would much rather listen to a lecture than read written notes,
and they often use their own voices to reinforce new concepts and ideas. These are the students
who like to read out loud to themselves, are not afraid to speak up in class and are great at verbally
explaining things. Additionally, they may be slower at reading and may repeat things an instructor
tells them.
Application of the Auditory learning in class: Since these students can sometimes find it hard
to keep quiet for long periods of time, get your auditory learners involved in the lecture by asking
them to repeat back new concepts to you. Ask questions and let them answer. Invoke group
discussions so your auditory and verbal processors can properly take in and understand the
information they are being presented with. Watching videos and using music or audiotapes are
3. Kinesthetic learning
experiencing or by doing things. They like to get right in the thick of things by acting out events
or using their hands to touch and handle in order to understand concepts. These are the students
who might struggle to sit still, might be good at sports or like to dance, need to take breaks when
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Application of the kinesthetic learning in class: The best way teachers can help these students
learn is by getting them moving. Teachers should instruct students to act out a certain scene as a
role play from a history lesson they are teaching. Additionally they should encourage these
students by incorporating movement into lessons: pacing to help memorize, learning games that
involve moving around the classroom or having students write on the whiteboard as part of an
activity. Once these students can physically sense what they are studying, abstract ideas and
4. Learning by reading/writing
theory developed by Fleming and Mills in 1992, reading/writing learners prefer to learn through
written words. While there is some overlap with visual learning, these types of learners are drawn
to expression through writing, reading articles on the internet, writing in diaries, looking up words
in the dictionary and searching the internet for just about everything.
Application or the way to cater to reading/writing learners in the classroom: This is possibly
the easiest learning style to cater to since most of the educational system provides lots of
opportunities for writing essays, doing research online and reading books. Allow sufficient time
for these students to absorb information through the written word, and give them opportunities to
get their words out on paper as well. Teachers can assign reading and writing tasks as to read a
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Types of Learning:
1. Motor learning
Most of our actions in our day-to-days life refer to motor activities. The individual has to learn
them in order to continue his regular life, for example walking, running, skating, driving, climbing,
2. Verbal learning:
This type of learning includes the language we speak, the communication devices we use. Signs,
pictures, symbols, words, figures, sounds, etc., are the tools used in such activities. We use words
for communication.
3. Concept learning:
It is the form of learning which involves higher order mental processes like thinking, reasoning,
intelligence, etc. we learn different concepts from childhood. For example, when we see a cat and
attach the term ‘cat’, we learn that the word cat refers to a specific animal. Concept learning
includes two processes abstraction and generalization. This learning is very useful in recognizing,
identifying things.
4. Discrimination learning:
Learning to differentiate between stimuli and showing an appropriate response to these stimuli is
called discrimination learning. Example, sound horns of different vehicles like bus, car,
ambulance, etc.
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5. Learning of principles:
Individuals learn certain principles related to science, mathematics, grammar, etc. in order to
manage their work effectively. These principles always show the relationship between two or more
6. Problem solving:
This is a higher order learning process. This learning requires the use of cognitive abilities-such as
thinking, reasoning, observation, imagination, generalization, etc. This is very useful to overcome
difficult problems encountered by the people.
7. Attitude learning:
Attitude is a predisposition which determines and directs our behaviour. We develop different
attitudes from our childhood about the people, objects and everything we know. Our behaviour
may be positive or negative depending upon our attitudes. Example: attitudes of nurse towards her
profession, patients, etc.
8. Logical Learning:
Logical learners often learn by asking a lot of questions. Logical learners want to understand the
whole picture. They are natural thinkers who learn by classifying, categorizing and thinking
abstractly about patterns and relationships etc.
9. Social Learning: Social learners prefer to learn in groups rather than on their own, and like
generating ideas by brainstorming with others. If you like taking part in group sports and prefer
social activities than doing things on your own, you may be a social learner.
Solitary learners tend to be more independent and introspective, spending a lot of time on their
own, enjoying their own company. If you enjoy spending time alone, keeping a journal and
engaging in self-analysis to gain a deeper understanding of yourself, you may be a solitary learner.
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11. Learning by Imitation:
It is the simplest method of learning. Many of our day-to-day’s activities are learnt by imitating
others. For example, the way we eat, drink, walk, talk, dress, etc, are all learnt by imitating others.
We observe and watch what and how other people do certain activities and imitate them.
We observe the demonstrations given by an expert, imitate his movements and learn them. By
copying the behaviour of others, people avoid waste of time and effort of trial and error method of
learning. For example, a boy observes the way of holding a cricket bat, the movements of an expert
Psychologists like Millar and Dollard have tried to show that the tendency to imitate is itself a
learned response and if reinforced, the individual will be more likely to continue to imitate.
Many people believe that imitation is a lower form type of learning. Still others argue that imitation
can never lead to novel responses and there will be no chance to use individual’s creativity or
originality. But at the same time many educationists believe that only the imitative individual can
learn better. Whatever may be the opinion it is quite obvious that we learn many things by
imitation.
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Strategies for Effective Learning
Cultivate Questions
Since the days of Socrates, we’ve known that the best way to learn about the world is to question
it. So whether you’re teaching a standard lesson, leading a field trip, or watching a film or
performance with educational content, encourage your students to ask any questions that come to
mind in the process. Then follow those questions up with additional questions, getting your
To illustrate this process, imagine that you’re watching the film The Wizard of Oz as part of a
history lesson. One of your students might ask, “Why does the movie start out in black and white,
then change to color, then go back to black and white?” In response, you can say, “That’s a really
good question; why do you think that is?” You can then use additional questions to guide the
student to the right answer. Consider asking, “Have you seen any other movies that are black and
white? How old are those movies?” If any other students think they know the answer, invite them
to tell the class. Together, the students have a good chance of figuring it out for themselves.
This method accomplishes two things. First, it helps students realize the complexity of the world,
and how different types of knowledge are connected to each other. It shows them that a seemingly
simple question can open up all sorts of new knowledge for them to learn. As a result, students
will start asking more questions about everything they do, expanding their opportunities to learn.
Second, this method helps students realize how much they already know. Their past experiences
have given them substantial knowledge of the world. All they have to do is connect this knowledge
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to new questions as they arise. This makes students feel intelligent and empowered, giving them
Getting students to ask questions can help them feel more passionate about the topics they’re
learning. However, many of your students already have passions and interests which they are eager
to learn more about. The better you are at finding out those interests and incorporating them into
your lesson plans, the more engaged your students will be from the moment each lesson begins.
As an example, say that you’re a science teacher trying to teach your students some basic facts
about chemistry. Instead of just lecturing them about those facts, start off the lesson by asking
students what their favorite foods are. Write those foods down on the board, and see if there are
any common themes; for instance, if one student says pizza, another says macaroni and cheese,
and a third says lasagna, the common theme is cheese. Ask your students why they think cheese
tastes good. This provides a great jumping-off point to talk about the chemistry of cheese, teaching
students how different chemicals react with each other to make their favorite ingredient taste great.
POSE PUZZLES
You're more likely to help students love learning if you ensure they feel safe while they do it, so
don’t make the stakes too high during school activities. That said, they also tend to engage more
with activities that are challenging. To get the best of both worlds, incorporate more brain teasers,
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The best puzzles ask students to put together different things they have learned. For example, if
you’re teaching about chemistry, tell students to imagine that they have been given a cup of milk
and a cup of water. They need to empty each cup into a larger glass in such a way that the milk
and water do not mix, and it will still be possible to differentiate them. Students will need to use
The benefit of puzzles is that they contain their own reward. Students who manage to solve a
challenging or confusing question will instantly feel proud and accomplished, even if you don’t
offer them a prize for doing so. Students will want to feel this way again, so they will seek out
more puzzles and challenges to solve, leading them to learn more at every opportunity.
Learning is always more fun if it's hands-on. So at every opportunity, you should give students a
chance to apply what they’ve learned in practical ways. In science lessons, this is easy—just give
students some safe but enjoyable experiments they can do, such as mixing two chemicals to see
how they react. But you can also apply other kinds of knowledge in practical ways.
For example, if you’re teaching a history lesson, have students come up with skits where they act
like the historical figures you’re studying. Not only do these activities help students feel more
connected to what they’re learning, but they also make the lessons easier to remember. After all,
it’s far easier to recall something you did than something you were told.
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To enhance motor learning :
a) Different types of painting can help strengthen your child’s hand-eye coordination and manual
dexterity. Finger painting gives kids an opportunity to use their hands—and to get messy. Painting
with a brush helps kids learn to hold a brush and gain greater control using it as a tool.
b) A new, clean sponge, some water and two bowls are all you need for another activity to build
fine motor skills. Fill a bowl with water and leave the other empty. A child can soak the sponge in
the water and then squeeze out the sponge into the other bowl. It’s a simple game that can
One sure-fire way to become a more effective learner is to simply keep learning.
Another one of the best ways to learn is to focus on learning in more than one way. Instead of just
listening to a podcast, which involves auditory learning, find a way to rehearse the information
both verbally and visually. This might involve describing what you learned to a friend, taking
notes, or drawing a mind map. By learning in more than one way, you’re further cementing the
knowledge in your mind. According Judy Willis, “The more regions of the brain that store data
about a subject, the more interconnection there is. This redundancy means students will have more
opportunities to pull up all of those related bits of data from their multiple storage areas in response
to a single cue. This cross-referencing of data means we have learned, rather than just memorized.”
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Teach What You've Learned to Another Person
Educators have long noted that one of the best ways to learn something is to teach it to someone
else. Promote group work. By teaching to your fellows a teacher can hope students will gain even
more from the assignment. You can apply the same principle today by sharing your newly learned
Another great way to become a more effective learner is to use relational learning, which involves
relating new information to things that you already know. For example, if you are learning about
Romeo and Juliet, you might associate what you learn about the play with prior knowledge you
have about Shakespeare, the historical period in which the author lived, and other relevant
information.
For many students, learning typically involves reading textbooks, attending lectures, or doing
research in the library or on the Web. While seeing information and then writing it down is
important, actually putting new knowledge and skills into practice can be one of the best ways to
improve learning.
If you are trying to acquire a new skill or ability, focus on gaining practical experience. If it is a
sport or athletic skill, perform the activity on a regular basis. If you are learning a new language,
practice speaking with another person and surround yourself with language-immersion
experiences. Watch foreign-language films and strike up conversations with native speakers to
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Becoming a more effective learner can take time, and it always take practice and determination to
External factors:
1. Heredity: A classroom teacher can neither change nor increase heredity, but the pupil can
use and develop it. Some students are rich in hereditary endowment while others are
poor. Each student is exceptional and has different abilities. The native intelligence is
different in individuals. Heredity governs or conditions our ability to learn and the rate of
learning. The intelligent learners can establish and see relationship very easily and more
quickly.
2. Status of students: Physical and home conditions also matter: Certain problems like
malnutrition i.e.; inadequate supply of nutrients to the body, fatigue i.e.; tiredness, bodily
weakness, and bad health are great obstructers in learning. These are some of the physical
conditions by which a student can get affected. Home is a place where a family lives. If
the home conditions are not proper, the student is affected seriously. Some of the home
conditions are bad ventilation, unhygienic living, bad light, etc. These affect the student
3. Physical environment: The design, quality, and setting of a learning space, such as a
school or classroom, can each be critical to the success of a learning environment. Size,
student's learning. The tools used by both instructors and students directly affect how
information is conveyed, from display and writing surfaces (blackboards, marker boards,
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tack surfaces) to digital technologies. For example, if a room is too crowded, stress levels
incorrectly arranged, sight lines to the instructor or instructional material is limited and
the ability to suit the learning or lesson style is restricted. Aesthetics can also play a role,
Internal factors
There are several internal factors that affect learning. They are following:
1. Goals or purposes: Each and everyone has a goal. A goal should be set to each pupil
according to the standard expected to him. A goal is an aim or desired result. There are 2
types of goals called immediate and distant goals. A goal that occurs or is done at once is
called an immediate goal, and distant goals are those that take time to achieve. Immediate
goals should be set before the young learner and distant goals for older learners. Goals should
should be motivated so that they stimulate themselves with interest. This behavior arouses
3. Interest: This is a quality that arouses a feeling. It encourages a student to move over tasks
further. During teaching, the instructor must raise interests among students for the best
upon one object or an idea. If effective learning should take place attention is essential.
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5. Drill or practice: This method includes repeating the tasks "n" number of times like needs,
6. Fatigue: Generally there are three types of fatigue, i.e., muscular, sensory, and mental.
Muscular and sensory fatigues are bodily fatigue. Mental fatigue is in the central nervous
system. The remedy is to change teaching methods, e.g., use audio-visual aids, etc.
8. Attitude: It is a way of thinking. The attitude of the student must be tested to find out how
9. Emotional conditions: Emotions are physiological states of being. Students who answer a
question properly or give good results should be praised. This encouragement increases their
ability and helps them produce better results. Certain attitudes, such as always finding fault in
counterproductive.
10. Speed, Accuracy and retention: Speed is the rapidity of movement. Retention is the act of
retaining. These 3 elements depend upon aptitude, attitude, interest, attention and motivation
of the students.
11. Learning activities: Learning depends upon the activities and experiences provided by the
teacher, his concept of discipline, methods of teaching and above all his overall personality.
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12. Testing: Various tests measure individual learner differences at the heart of effective
learning. Testing helps eliminate subjective elements of measuring pupil differences and
performances.
13. Guidance: Everyone needs guidance in some part or some time in life. Some need it
constantly and some very rarely depending on the students’ conditions. Small learners need
more guidance. Guidance is an advice to solve a problem. Guidance involves the art of
helping boys and girls in various aspects of academics, improving vocational aspects like
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Reference:
India
https://courses.lumenlearning.com/boundless-psychology/chapter/classical-conditioning/
https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-
learning
LEARNING. SSRN.
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