skill hierarchy of learning

Skill Hierarchy of Learning

Gateways of experience

Cognition: knowing, thinking and concept formation

Sensation

Perception: organized experience

Law of perception

Law of simplicity

?

Law of similarity

Airplane

Airplane

Law of perception

Law of proximity Law of continuation

Who is she?

Law of perception

Law of figure-ground Law of closure

Cognition: logical thinking

Logical thinking

Inductive reasoning

By making observation

and gathering information

until a general conclusion is reached

Deductive reasoning

By making conclusion from an idea

on which a statement is based

Cognition: creative thinking

Divergent thinking

Thinking that follows new pathways

and explores alternative possibilities

Cognitive skills hierarchy

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

Learning

Learning: more or less permanent change in behavior or behavioral tendency as a result of experience

Receive info through Eyes Ears Touch Smell Taste

Cognition

Touch: 1.5%

Eyes:83%

Ears:11%Nose:3.5%

Tongue:1%

Key ingredients for learning

Three major factors influencing how much and how well we learn;

Ability

Prior knowledge

Motivation

ValueConfidenceMood

value

Moti

vatio

n

ConfidenceM

otiva

tion

Mood

Skills hierarchy of learning

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

Knowledge

• Knowledge of trends

• Knowledge of classifications and categories

• Knowledge of criteria and methodology

Knowledge of specific

Knowledge of ways of dealing with specific

Principles, generalizations, theories, and structures

Comprehension

• Associate, compare, describe

• Differentiate, discuss, distinguish

• Estimate, extrapolate, predict

Making sense of concepts, and showing understanding

Demonstrate ability to interpret their knowledgeShow that a participant could do it

Application

• Apply, calculate, classify

• Demonstrate, examine, illustrate

• Practice, relate, solve, use, utilize

Show that a participant will actually do it

Classify the problem, Select an abstraction (theories, principles etc)Use abstraction to solve the problem

Analysis

• Order, group, analyze

• Detect, explain, summarize

More advanced form of application of knowledge

Requiring skills in organizing and structuring components of a solution

Synthesis

• Arrange, combine, construct

• Create, design, develop

• Integrate, organize, plan

• Prepare, prescribe, propose

Constructing complete solutions out of components

Requiring more complete understanding of overall process

Evaluation

• Appraise, assess, determine• Evaluate, judge, measure• Rank, select, recommend

Ability to make judgment

Reflecting a higher level of cognitive skill-Ability to assess accuracy of reported facts-Ability to apply given criteria to judge-Ability to find logical fallacies-Ability compare major theories and pieces of work

Getting participants to remember: cognitive strategies

Clustering: arrange information for easier perception, understanding and recall

Spatial: visual display of info that is easy to comprehend, retain and recall

Advanced organizer: organized short introductory info packages

Tennis, Japan, tiger, football, Belgium, lion,

Swimming, England, dog, Baseball, Holland, bear

Here are 12 words for you to remember. Giving a limited time to do it – 20 Seconds

Sports Countries AnimalsChess Russia MousePing-pong Norway ChickenHockey Thailand CatBasketball Holland Wolf

Clustering

Here are 12 words for you to remember. Giving a limited time to do it – 20 Seconds

Sports Countries AnimalsAerobic Ethiopia ElephantBadminton Finland FrogChess Germany GooseDiving Holland Horse

Clustering and advanced organizer

WHO Clinical Stage III

Stage I Stage II

Weight loss >10%

Stage III

Chronic diarrhea > 1M

FUO

Current PTB

Pneumonia

Persistent oral candidiasis

OHL

Acute necrotizinggingivitis

Spatial

Getting participants to remember: cognitive strategies

Image rich comparisons: analogies and metaphors comparisons building bridge between prior knowledge and new learning

Repetition: allow learners to rehearse content and practice it in organized ways until it sticks in mind

Memory aids: groups of easy-to-remember letters, words, images that help store and retrieve more complex materials

Sources from &

Reactive for both HIV 1 and HIV2Image-rich comparison

Which drugs should you use to cover most of common STD syndromes?

AAzithromycin

BBenzathine Penicillin

CCefixime

DDoxycycline

Memory aids

Getting participants to remember: meta-cognitive skills

PlanningRoad map of each session including what should be learned andwhat participants should do

SelectingReview key points with learnersCreate frequent exercises emphasizing key points

ConnectingHave learners recall prior knowledge and link new learning directly to it

Getting participants to remember: meta-cognitive skills

TuningProvide practice, example and cases that require learners to apply learning immediately

MonitoringUse observation checklist to record applicationPlace learners in on-the-job learning situation

Key adult learning principles

Readiness: always focus on participant’s needs

Needs before training

Questions during training

Questions after training

Key adult learning principles

Experience: design the training to use participants’ experience

Checking participants’ prior knowledge, attitude, prerequisite

skills, culture etc

Building bridge from the familiar to the new

Using language style, examples and references that are familiar

Key adult learning principles

Autonomy: participants wants to make their own decisions and to be treated as independent, capable people

Create lots of opportunities for participants to participate in

training by building exercise, case studies, discussion

Build in opportunities for learners to contribute their unique

ideas, suggestions, solutions, information

Reinforce independent and innovative ideas

Key adult learning principles

Action: proof training is in its successful on-the-job application

Provide them with on-the-job support mechanism

Provide opportunities within the training sessions to practice

new learning in an environment