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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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The Processes of Learning


As indicated by the model introduced, learning recurs as a result of the interaction between a learner and his environment. We know learning has taken place when we observe that the learner's performance has been modified. At one moment in time, for example, a child may not be able to point to the correct article of furniture when we ask him the question, "Where is the credenza?" When we then indicate the credenza to him together with its name, we provide the opportunity for the interaction called learning to take place. Later, we ask the question again, and the child now identifies the object. By means of this set of observations, we see the change in the child's behavior, and we make the immediate inference that learning has taken place.
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Essentials of Learning for Instruction Part 1

Multiple Learning Goals

The course and topic, and even the subtopic, are seldom designed to achieve a single type of learning outcome. Typically, the course or topic is expected to attain two or more of the kinds of learning goals. verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. A course in public speaking, for example, is usually designed to bring about not only the learning of rules for precise oral communication (intellectual skills), but also the acquisition of an attitude of "projecting to an audience" and probably the cognitive strategies involved in originating an extemporaneous speech. A course in American Government typically has multiple goals: the acquisition of information about the forms and procedures of government, an attitude of respect for democratic processes, and probably also cognitive strategies applicable to the solution of social problems.
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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 for Instruction Part 2

Other kinds of learned capabilities may also have desirable prerequisites, although their relationships may be somewhat less direct than is the case with intellectual skills. The learning of information, when coded as organized knowledge, requires that the learner know the meaning of the words or phrases that make up the information; that is, he must know them as concepts (a type of intellectual skill). The learning of attitudes often implies prerequisite information or intellectual skills.

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