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elcome to eduquo. Eduquo is online education website that assists students improving their studies by providing useful articles related to their academic subjects, particularly in the areas of education, management, and psychology. With subtopics: online teaching and learning, counseling psychology, education psychology, psychology, and human resource management.



Essentials of Learning for Instruction: Generalization Phase
Retrieval of what is learned does not always occur in the same situation or within the same context that surrounded the original learning. After all, one expects the student learner to be able to use the principle of a lever in moving heavy objects in real life, not simply in the context of his science textbook. In other words, there must be generalization of the learning that has occurred. The recall of what has been learned and its application different contexts is referred to as the transfer of learning, often shortened to transfer.
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Essentials of Learning: Retention Phase
The learned entity, somehow altered by the coding process, now enters into the memory storage of long-term memory. This is the phase of learning about which we perhaps know least, because it is least accessible to investigation. Here are some possibilities concerning its properties:
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Essentials of Learning for Instruction: Apprehending Phase

Apprehending Phase

The motivated learner must first receive the stimulation that will, in some transformed way, enter into the essential learning incident and be stored in his memory. He must, in other words, attend to the parts of the total stimulation that are relevant to his learning purpose. If he is listening to an oral communication, he must attend to its meaning as a set of sentences, and not to its cadence, accent, or musical quality. If he is reading a textbook, he needs to attend to its prepositional meaning, and not to its style of print or arrangement on the page. If he is observing a picture or demonstration, he must attend to the events and objects displayed, but not to their unessential features.
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The Events of Learning


Let us look more closely at the events, both external and internal, that transpire when learning takes place. There is, of course, a moment in time when the learner's internal state changes from not-learned to learned, which we will call the essential incident of learning. However, this incident is preceded by certain events that lead up to it and are no less fundamental to the total learning act. The essential incident is also followed by other events, also parts of the total act, which have to do with the execution of the performance that learning has made possible. Considering a single act of learning as a whole, then, it is necessary to describe a set of events that occupy at least a number of seconds and sometimes several minutes.
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Essentials of Learning: Recall Phase
Essentials of Learning: Recall Phase In order to qualify as a more-or-less permanent behavior modification, an act of learning must include a phase in which the learned modification is recalled so that it can be exhibited as a performance. The process at work during this phase is called retrieval. Somehow, the memory store is searched and the learned entity revivified. What has been stored becomes "accessible." The process is presumably at work even for learning which has occurred a few minutes previously. To be sure, however, there maybe differences in the strategies of retrieval for recent and for longer-term memories.
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Essentials of Learning for Instruction: Acquisition Phase
Acquisition Phase Once the external situation has been attended to and perceived, the act of learning can proceed. The phase of acquisition includes what we have called the essential incident of learning—the moment in time at which some newly formed entity is entered into the short-term memory, later to be further transformed into a "persisting state" in long-term memory.
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Essentials of Learning for Instruction: Motivation Phase

Motivation Phase

It is a truism that in order for learning to occur, one must have a motivated individual. But there are many forms of motivation, some of which are relevant to learning and instruction, and others which are not. For the promotion of learning, we must deal primarily with incentive motivation, a type of motivation in which the individual strives to achieve some goal and is in some sense rewarded for reaching it. His action is proceeding toward an achievable goal. Incentive motivation is involved in many school and classroom situations. The student who has begun a project on Greek sculpture wants to achieve the goal of completing it. The student who has begun to solve simultaneous algebraic equations wants to be able to do all such problems correctly, that is, to attain an answer which will "check out." The youngster in the first grade wants to learn about the strange new shell his classmate is showing and describing, because he can then ask a "good" question about it or perhaps later tell his parents about it.
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