Understanding The Learning Process
To be a Good
Teacher, I must
first understand
how my
students learn !
Prof. Veena Kumar
DOMAINS
& LEVELS
OF
LEARNING
Prof. Veena Kumar
Domains of Learning
The term refers to the mode in which
learning takes place. It is believed
that we learn by:
Knowing – (brain)
Doing – (body – hands)
Feeling – (senses, emotions)
Let us look at these three domains
Prof. Veena Kumar
The Three Domains of Learning
The three domains of learning are:
Cognitive: related to thinking, receiving,
evaluating and synthesizing information.
Psychomotor: related to use of the body
and manual work, perceptual activities
and skills.
Affective: related to emotions, feelings,
values, social preferences.
Prof. Veena Kumar
Domains & Taxonomies of Learning
Objectives
A great deal of research has been done in this field
and taxonomies of learning objectives have been
developed for each domain.
We all have heard a lot about Bloom’s taxonomy –
that is the taxonomy of learning objectives in the
Cognitive domain.
Similar taxonomies have been developed for the
Psychomotor and Affective domains
Even though we mostly work with the objectives in
the Cognitive domain (Bloom’s Taxonomy), it may
be interesting to see the taxonomies for the
psychomotor and affective domains.
Let’s have a look at these …
Prof. Veena Kumar
Taxonomy of Learning Objectives: Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
*Bloom, B.S., & Krathwohl, D.R. (1956), Taxonomy of educational objectives: The classification of
educational goals by a committee of college and university examiners. Handbook 1. Cognitive Domain,
New York: addison-Wesley
Revised
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
*Anderson, L.W. & Krathwohl, D.R. (2001) A taxonomy for learning, teaching and assessing: A revision
of Bloom’s Taxonomy of educational objectives: Complete edition, New York: Longman, pp 67-68
Prof. Veena Kumar
Taxonomy of Learning Objectives:
Psychomotor Domain
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
* Simpson, E.J. (1972), The Psychomotor Domain. Vol.3:
Gryphon House
Prof. Veena Kumar
Taxonomy of Learning Objectives: Affective
Domain
Receiving
Responding
Valuing
Organization
Characterization
*Krathwohl, D.R, Bloom, B.S., Massia, B.B. (1984), Taxonomy of
educational objectives: Handbook 2. Affective Domain, New York:
addison-Wesley
Prof. Veena Kumar
The Teaching Process
Instruction begins when you, the
teacher, learn from the learner. Put
yourself in his place so that you may
understand what he learns and the
way he understands it.
Kierkegaard
Prof. Veena Kumar
Four Key Pedagogical issues
Students have a limited attention span
Students have different approaches to
processing information
Students have different learning styles
Students need to be motivated constantly
Prof. Veena Kumar
Understanding Student Differences!
Students have different styles of learning
Students have different approaches to
learning
Student have different intellectual
development
Students have different study skills
Students have different linguistic skills
Students tend to carry social & cultural
differences into class
Prof. Veena Kumar
Managing Attention Span
We know it but ignore it
Attention span of adult learners is no
longer than 15 minutes
How can I manage a 60 or 80 minute
class?
……
We will learn about it in the next
module!!
Prof. Veena Kumar
Managing Attention Span
Level of Learning
0 10 15 20 25 30 35 40 45 50
Teaching Time
Prof. Veena Kumar
Level of Learning Managing Attention Span
Change of activity
0 10 15 20 25 30 35 40 45 50
Teaching Time
Prof. Veena Kumar
Approaches to Learning
Students process information differently and
their approaches can vary:
Surface Processing
In-depth Processing
Strategic Processing
*Students need ALL the three approaches. The
teacher should guide the students
* In-depth processing is what we should be aiming at!
Prof. Veena Kumar
How to Promote In-depth Processing
Ask students to work on the background
knowledge of the concepts, rules being studied
Set challenging assignments. Give enough time
for these (can ask them to work in pairs)
A fair part of your assessment should
emphasize conceptual understanding, analysis
(as opposed to merely stating facts)
Design and conduct active learning and
cooperative learning exercises
Set assignments which ask for original thinking
Set exercises which ask the students to justify
their opinions
Prof. Veena Kumar
What do we mean by learning
style?
Learning Styles can be defined as,
“characteristic cognitive, affective and psychological
behaviors that serve as relatively stable indicators of
how learners perceive, interact with, and respond to
the learning environment”. (Keef, J.W. )
You will learn in detail about this in the module on
Creating a Dynamic Classroom. Right now, it is
sufficient to know that as many as nine different
styles have been identified.
Prof. Veena Kumar
Different Learning Styles
Sensory – learns through the senses
Intuitive – learns through memory, ideas, insights
Visual – learns through pictures, diagrams, demos, graphs
Verbal – learns through written or spoken explanations,
formulae
Active – processes information by doing, discussing
Reflective – processes information through introspection
Sequential – learns in logical progression of small
incremental steps
Global – learns in large jumps, holistically
Inductive – facts and applications are presented and the
underlying principles are inferred
Deductive – principles are first presented and then
applications are deduced.
(Felder et al 1988, 1993)
Prof. Veena Kumar
So, What is the Responsibility of the
Teacher?
Understand and appreciate these differences
It is impossible to design instruction to meet the needs of
each and every style. The teacher is NOT required to meet
individual styles.
You can design your instruction to avoid using just one
standard style and thereby address the needs of different
sets of learners
Know that no style is better or worse, it’s just different (we
tend to be guided by our own preferences)
Students need to use different learning styles to develop
skills to function as a successful professional
An awareness about their own learning style can help the
students to manage their learning better
Prof. Veena Kumar
Difference in Language Competence
The differential in linguistic competence
with which students enter engineering in
India is astounding!
Inadequate language skills does impact
their learning
It impacts their level of confidence in
class participation
It is detrimental to the joy of learning
Prof. Veena Kumar
What is the Responsibility of the
Teacher?
Identify students who may be actually suffering because of
lack of adequate language competence
Have a private meeting with them – find help – English
Dept., graduate students
Give them small exercises to boost confidence. Ask them
to make a list of 300 words on the subject (including
technical terms and make them practice)
Ask them to answer questions in class
Direct them to some online practice materials for working
on their English
Use very simple words/expressions while designing class
presentations, handouts, instructions for assignments, tests
and feedback
Prof. Veena Kumar
Enhancing Learning
(American Association of Higher Education)
Encourage student-faculty contact.
Encourage cooperation among students.
Encourage active learning.
Give prompt feedback.
Communicate high expectations.
Respect diverse talents and ways of
learning.
Prof. Veena Kumar
How Can I Be More Confident?
Confidence is an outcome rather than a competency.
It is a ‘whole’ which is greater than the sum of its
parts.
The Key component is PREPARATION
As a teacher, you are confident when you know ..
What are your personal goals as a teacher?
Who are your students?
What are their expectations from your course?
How can you make the course more interesting?
What other knowledge/skills you must provide to
prepare them for the competitive job market
Prof. Veena Kumar
