1. The Learning
Journey!
By Ahmed Nabeel Alvi

2. What is Learning?

3. Learning is acquiring new, or modifying
existing, knowledge, behaviors, skills, values,
or preferences and may involve synthesizing
different types of information.
The ability to learn is possessed by humans,
animals and some machines?

4. Learning is not compulsory; it
is contextual. It does not
happen all at once, but builds
upon and is shaped by what
we already know.
“ Rome was not built in a day”

5. Human learning may occur as part
of education, personal
development, schooling, or training. It
may be goal-oriented and may be aided
by motivation
The study of how learning occurs is part
of neuropsychology, educational
psychology, learning
theory, and pedagogy.

6. In psychology and education a common
definition of learning is a process that
brings together cognitive, emotional,
and environmental influences and
experiences for acquiring, enhancing, or
making changes in one's knowledge,
skills, values, and world views
(Illeris, 2004; Ormrod, 1995)

7. “Anyone who stops learning is old, whether at
twenty or eighty. Anyone who keeps learning
stays young. The greatest thing in life is to
keep your mind young”.
Henry Ford

8. Learning Vs Knowledge
• Learning is acquired through formal institutions like
school, colleges and universities, whereas
knowledge is gained from the real life experiences.
• Hence education is a process of gaining knowledge
for some useful application whereas knowledge is
facts acquired from good
education, peers, consultations and extensive
reading.

9. Learning Vs Knowledge
• Another difference between the two is that education
is taught by the teachers to the students while
knowledge is gained by itself or is self driven.
• Education is a process of learning and one comes to
know various facts, ideas and theories. While on
other hand knowledge is the application of these
facts and theories.

10. Learning Vs Knowledge
• Education has a predefined set of rules, regulations
and curriculum whereas knowledge has no such
boundaries. It can come from
teacher, parents, friends, painful moments of
life, joyous moments, children etc. Hence it is not
taught but acquired by self efforts.

11. • Early childhood development is defined as
“a set of concepts, principles, and facts that
explain, describe and account for the
processes involved in change from
immature to mature status and functioning”
(Katz, 1996, p. 137).

12. Development is generally divided into three broad categories :
Physical development
Addresses any change in the
body, including how children
grow, how they move, and how they
perceive their environment.

13. Development is generally divided into three broad categories:
Cognitive development
Pertains to the mental processes
(e.g., language, memory, problem
solving) that children use to acquire
and use knowledge

14. Development is generally divided into three broad categories:
Emotional and Social development
Addresses how children handle
relationships with others, as well as
understand of their own feelings.

15. Early childhood development is generally
divided into three age categories
6 – 8 yrs
3 – 6 yrs
0 -3 yrs

16. Learning that takes place:
3 – 6 yrs 6 – 8 yrs
0 – 3 yrs This period of development is During the primary
The most important factor for characterized by rapid gross years, children's vocabulary
young infants is security with motor development increases at a rapid pace. In
primary caregivers. Between (e.g., jumping, hopping, skippin addition, their written
the ages of 9 to 18 g), refined movement of small communication skills develop.
months, mobile infants are muscles for object Socially, primary-aged children
mostly concerned with manipulation, major increases begin to understand others'
exploration and between 18 in vocabulary and use of perspectives, are concerned
and 36 months, the central language, abstract with fairness, and monitor
focus of development is representation of mental their own behavior. Fine motor
identity, and children start to constructs, and the development and greater
become more independent development of relationships reasoning and problem solving
with other young children. develops.

17. Phases of Learning!
Activating
Acquiring
Applying

18. Phases of Learning!
Activating Acquiring Applying
(preparing (integrating and (consolidating
for learning) processing learning)
learning)

19. Activating (Preparing for Learning)
• One of the strongest indications of how well students
comprehend new information is their prior knowledge
of the subject.
• Some educators observe that more student learning
occurs during this phase than at any other time.
• In planning instruction and assessment, teachers
develop activities and select strategies for activating
their students’ prior knowledge.

20. Activating (Preparing for Learning)
• Since learning is an internal
process, however, facilitating learning requires more
than simply presenting information.
• In the acquiring phase, teachers instruct students in
strategies that help them make meaning of
information, integrate it with what they already
know, and express their new understanding.
• These strategies include:
– Active listening
– Reading, writing and viewing,
– Exploring ideas
– Arguments
– Presenting

21. Acquiring (Integrating and Processing
Learning)
• In the second phase of learning, students engage
with new information and integrate it with what they
already know, adding to and revising their previous
knowledge.
• Part of the teacher’s role in this phase is to present
new information, or to help students access it from
other resources (oral, print, and other media)

22. Applying (Consolidating Learning)
• New learning that is not reinforced is soon forgotten.
• Providing students with opportunities to demonstrate
and consolidate their new knowledge, skills and
strategies, and attitudes is essential. Students need
opportunities to reflect on what they have learned
and to consider how new learning applies to new
situations.
• To ensure that students consolidate new
learning, teachers plan various activities involving
– Reflection
– Learning logs
– Sharing of ideas
– Debriefing on performances

23. Jeremy Harmer, ELT Specialist

24. • - Knowing is not enough; we must apply. Willing is
not enough we must do – J. Goethe
• - Learning is not a spectator sport – D. Blocher
• - I never teach my pupils; I only attempt to provide
the conditions in which they can learn – A. Einstein

25. I cannot
teach
anybody
anything, I
can only
make them
think !
Socrates

26. SRUOY YLERECNIS
YOURS SINCERELY
Learning gives direction and meaning to
the unknown – ultimately to LIFE!

27. I am told and I forget.
I see and I remember.
I do and I understand.
Chinese proverb.

28. “All
things
are
difficult
before
they
become
easy”
Saadi (15th
century Persian
Poet)