Dr.

Mohammad Ashraful Islam

Professor
Dept. Agricultural Extension Education

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 It is a process of active engagement with experience

It may involve the development or deepening of

skills, knowledge, understanding, values, ideas and
feelings

It leads to change, development and the desire to

learn more

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  Learning
 Elements of learning
 Types of learning
 How learning happen
 Laws of learning
 Principal of learning

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 • What is a learning objective?
• A learning objective is an outcome statement that
captures specifically what knowledge, skills,
attitudes learners should be able to exhibit
following instruction.

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 Learning
It is the process by which an individual through his own efforts and
abilities change his behavior

Degree of change depends on degree of efforts and degree of effects on situation

prevails at that time. So, for an effective learning a sound situation is essential

Behavior = How we act

Attitude have three components : (1) Affective component, (2) Behavioral & (3)
Cognitive

Affective Component / Emotion

Behavioral Component

Cognitive component / belief

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 DIFFERENCE BETWEEN ATTITUDE & BEHAVIOR
Attitude
1. Attitude involves mind's
predisposition to certain ideas,
values, people, systems, institutions
2. Attitude is internal in sense.
3. It is shelled within the mind of the
individual. Hence, cannot be seen by
others immediately.
4. Attitude is what you think
09/07/2021 B.Sc.Ag.Econ (Hons.) Level-3 Semester-2
Behavior
1. Behavior relates to the actual
expression of feelings, action or
inaction orally or/and through body
language
2. Behavior is external in sense.
3. It can very well be seen by the others.
4. Behavior is what you do
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Learning Vs Education
 Learning is the process of adopting knowledge, values & skills,
while Education is the process of imparting knowledge, values,
skills & attitudes which can be beneficial to an individuals.
 Learning is knowledge gained through experience, while
Education is knowledge gained through teaching.

Training Vs Learning
 Individuals generally set out to learn something, while training
is something that is done to a person.
 Learning can occur anywhere at any time, while training is
received specific place & time.
 We can train some one to hit a baseball in an hour, but it
takes years to learn the game.

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 Value
A set of ideas that guide an individual on how to evaluate
right versus wrong.

Belief
A set of doctrines, statements or experiences a person holds
as true usually with evidence or proof

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 Elements of a learning situation

Teacher Learner

Subject matter Physical facilities

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Learner : Person who want to learn
 Capable of learning
 Have interest in subject matter
 Have need for information offered
 Able to use gained information

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2. Teacher
Who impart training and motivate the learner. They not only
know what to teach but also know how to teach.
 Have clear cut understanding about objectives of
teaching
 Know the subject matter

 Enthusiastic & interested about learner & subject

matter
 Be able to communicate & skillful in using
teaching aids
 Be able to encourage participants

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3. Subject matter: content or topic of teaching

 Pertinent to learners’ need

 Applicable to their real life situation
 Well organized, logical
 Challenging, satisfying & significant to
the learners

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4. Teaching materials
appropriate instructional materials/equipments
and aids

 Suitable to the subject matter

 Suitable to the physical situation
 Adequate in quantity
 Available in time
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 5. Physical facilities
Environment in which learning can take
place

 Compatible with objectives

 Representative of area
 Adequate & easy accessible

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 Laws of Learning
(No more scientifically valid than Theory)

1. The law of desire

2. The law of understanding
3. The law of exercise
4. The law of effect
5. The law of assimilation
6. The law of knowledge of success and failure
7. The law of mindset

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 1. Law of desire

The desire to learn is essential for effective learning. Motives

are essential factors for creating awareness of the learners.
This force energies human behavior. Motives are of two types:
1. Physiological motives: hunger, thirst, sex
2. Social motives: Need for love,
belongingness, ----

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 2. Law of Understanding

Learner should have clear understanding of

what he should go to achieve.

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 3. Law of Exercise

Learning is the result of both physical & mental activity.

Repetition/practice of an activity tends to increase
learning. Repetition after a lapse of a short interval of
time tends to be more effective in bringing about
permanent retention than that follows immediately

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 4. Law of effect

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 5. Law of Assimilation

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 6. Knowledge of Success & Failure

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 7. Law of Mindset

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Theories of learning
(Explanations of a phenomenon that have undergone rigorous experiments)

Conditioning Theory/ Associationism Theory

Russian Physiologist Pavlov gave this theory.
A reaction that normally follow a specified stimulus is
selected. It is assumed that this stimulus-reaction is a
part of original nature. If a new stimulus is presented in
association with the original one, and after sometime
the original one is withdrawn, it will be seen that the
new stimulus elicits the original response. The response
has now become conditioned to the new response.

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 Principles of Learning
(More specific than theory. Guidance for making learning effective)

1. Readiness
2. Exercise
3. Effect
4. Primacy
5. Recency
6. Intensity
7. Freedom
8. Requirement

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 1. Readiness:
Degree of concentration & eagerness.
Individuals learn best when they are physically,
mentally & emotionally ready to learn & don’t
learn well they see no reason for learning.
So, it is instructor’s responsibility making the
students ready to learn, creating interest by
showing the value of the subject matter.

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2. Exercise:
Things most often repeated are best remembered.
It has been proven that students learn best and
retain information for longer period when they
have meaningful practice & repetition

3.Effect:
Emotional reaction of students. Learning is
strengthened when it is accompanied by pleasant
feeling.

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4. Primacy:
Things learned first create a strong impression in the mind
that is difficult to erase. So, the instructor must present the
subject matter in a logical order, step by step, make sure
the students have already learned the preceding step.

5. Recency:
Things most recently learned are best remembered. The
instructor repeats, restates or reemphasizes important
points at the end of a lesson to help the students remember
them

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6. Intensity:
the more intense the material taught, the more likely it will
be to retained. A sharp, clear, vivid, dramatic or exciting
learning experience teaches more than a routine
experience

7. freedom: Things freely learned are best learned .

 Freedom of choice
 Freedom of action
 Freedom to bear the results of action

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 Requirement

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 Types of learning
 Cognitive learning
 Affective learning
 Psychomotor learning

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 Cognitive learning
Related to mental skill ( knowledge & development of
intellectual skill)
Levels:
 Remembering
 Comprehension
 Application
 Analysis
 Evaluation
 Synthesis
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 Affective learning
Growth in feeling (deals with manner, emotion, motivation, feeling)
Levels:
 Receiving (willing to hear)
 Responding (act /participate in activity)
 Valuing (Express personal opinion)
 Organizing (reconcile internal conflict)
 Characterizing (Adopt belief system)

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 Psychomotor Learning
Use of motor skill. Physical movement
Levels:
 Imitation
 Manipulation
 Precision
 Articulation
 Naturalization

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Atkinson-Shiffrin memory Model
Constructivism
Emphasizes the importance of the active involvement of learners in
constructing knowledge for themselves
Building new ideas or concepts should be based upon current
knowledge and past experience.
It asks why students do not learn deeply by listening to a teacher, or
reading from a textbook.
To design effective teaching environments, it believes, one needs a good
understanding of what children already know when they come into the
classroom.
The curriculum should be designed in a way that builds on what the
pupil already knows and is allowed to develop with them.
Begin with complex problems and teach basic skills while solving these
problems.
This requires an understanding of children's cognitive development,
and constructivism draws heavily on psychological studies of cognitive
development.
Constructivism has many varieties:
 Active learning,
 Discovery learning, and
 Knowledge building

All versions promote a student's free

exploration within a given framework or
structure. The teacher acts as a facilitator who
encourages students to discover principles for
themselves and to construct knowledge by
working to solve realistic problems.
Jean Piaget: Founder of Constructivism
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