Different types of learning

Discrimination learning

 it involves determining how one stimulus is

either the same of different from another
stimulus.
 In learning the alphabet, numbers, colors,
shapes, mathematical concepts and plants, for
example, learning to distinguish among stimuli
may be difficult for students with disabilities.
 Repeated practices that emphasizes
comprehension of the distinction promotes
learning.
Factual learning
o Itis an aspect of school learning and
includes vocabulary words and their
definitions, names of people and places,
dates and causes of historical events and
sight words.
o Many students with disabilities have
difficulty in memory, learning factual
information can be problematic for them.
Rule learning
 Includes social behavior rules and
mathematic rules.
 Rules are pervasive in school as well as in
society in general.
 Many students with disabilities and other
special needs have difficulties in learning
these rules.
Procedural learning
Involves the sequential execution of
multiple steps and is found frequently in
school tasks.
Some examples are reading
comprehension, math algorithms,
organizational and other study strategies.
It requires that students recognize,
describe, demonstrate, and apply the
steps of the procedure.
Conceptual learning
Occurs when concepts can be applied to a
new instance.
Concepts can range from simple to
complex.
Students with disabilities experience
difficulties learning new concepts.
This kind of learning can be enhanced by
examples, provision of non-instances and
statement of and application rules.
Problem Solving And Critical-thinking
Learning

• Refer to determining solutions when no

specific strategy for solving problem is
known and involves using active
reasoning to acquire novel concepts, ideas
or solutions respectively.
ORGANIZING OUR
INSTRUCTON
 Different types of learning
Instructional Strategies For Types Of
Learning
Types of learning Instructional strategies

Non-example

discrimination

Example
 factual “Dorado means
fish.”
What does dorado This is a
mean? fish.

repetition rehearsal practice

 Everyone, repeat the rule:
“Do not make troubles in
your classmates.”

rule

Practicing using the rules, repetition, making up

meaningful “saying” rules, drills and practice with
the rules, modeling applications of the rules.
 Reminders:
procedure First, we get our materials.
Second, we write our names on
papers.

Model use procedures, cue cards with steps of procedures written out
as reminders, drill and practices, practice with application using the
procedures.
 concept
“If an insect has a 6 legs
and 3 body part, is this an
insect?”

Use procedures
for teaching rules
and
discriminations,
examples and
non-examples,
model, prompt,
feedback, use “if-
then” scenarios to
demonstrate
instances and no-
instances of
concepts.
 Problem-
solving

Use
modeling &
coaching, Why do anteaters have long font
claws?
I don’t know, but what else do I
know about anteaters?
What do they eat?
Where do they live?
Demonstrate Now, do I know why they might
examples of having long front claws?
successful
problem solving.