Blooms Taxonomy and Areas of Knowledge in Health and Social Care

HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE 2 UNDERSTANDING THE LEARNING PROCESS Name of the student Name of the University Author note Learning theory is defined as a related way of learning needed for the given duration of time. Task 2 explains about numerous paths required in health and social care organisation regarding learning style. It also explains the framework required for maintaining a good organisational policy in health and social care organisation.

Running head: HEALTH AND SOCIAL CARE
UNDERSTANDING THE LEARNING PROCESS
Name of the student
Name of the University
Author note

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Learning theory is defined as a related way of learning needed for the given duration
of time. In this paper, the first section explains blooms’ taxonomy of information and areas of
knowledge. Task 2 explains about numerous paths required in health and social care
organisation regarding learning style. Task 3 explains about the efficiency of knowledge and
concept in the learning style. It also explains the framework required for maintaining a good
organisational policy in health and social care organisation. Task 4 details different barriers
faced during learning and the ways to overcome it.
1.1) Main domains of Bloom’s technology are-cognitive, psychomotor and Affective
domain.
The cognitive domain is defined by the scholarly proficiencies of a person. It specifies
the specific facts, concepts and procedural patterns needed for intellectual developments.
Psychomotor: It includes physical harmonisation, movement and rudimentary motor
skills. Classifications are origination defining the capacity in creating movement framework,
adaptation explaining the ability to modify and assimilate skills, mechanism defines to
accomplish and demonstrate complex motor skills, set describes physical and responsive
groundwork before any activities and response can be defined as learning progression with
inadequate skills (Gasevic, Dawson and Siemens 2015).
Affective domain includes emotions such as ethics, assertiveness, interest and
awareness of erudition towards the skill.
The classification is useful as it creates evaluation by coordinating program towards
meeting the learning goals at different stages of learning authority. The part showing initial
courses and lower division, the learner might enumerate the authority of objectives at the
preliminary levels.

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Educational goals are more efficacious as they integrate precise aims that can assist
learners about the steps needed during the learning procedure of health social services
(Goldie 2016).
1.2) Effective ways of learning through the Kolb cycle are by concrete experience in a
stage where one’ self is involved in doing the work. It suggests carrying the work with the
biggest priority; reflective observation includes the work that already has been done. It is
necessary to identify the difference and capacity to communicate clearly; conceptualisation of
abstract involves concluding the process that can make an effort in correlating among them
and active experimentation defines the way to plan actions as per the understanding needed
for handling duty ineffective way (Hamid et al. 2015). Three methods chosen are learning
through doing, observing, demonstration and feedback.
Every people responds needs a stimulus towards all types of learning, thereby focusing on the
best matter describes individuals style and process of learning.
1.3) The four theories of learning are behavioural, cognitive, humanistic and constructive.
Behavioural theory integrates the health and social care individual to look for
essential dimensions and potentials. It follows petite, compact, and energetically cycled way
of learning. It anticipates the inspiring and detrimental defence. It can easily predict the
fortification among learning and showing approaches (Harasim 2017). They adapt
advancement in asymmetrical strengthening.
Cognitive theory, on the other hand, focusses on the brain and the abilities
concentrating around the mind. It combines awareness, perceptive, retentive, and transmitting
along the way they are conjoining. The learning in this theory expresses the ways of
individual conduct that is moulded through environmental procedures and encompasses a

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unique relationship towards an individual that helps in carrying out the unconventional
background (Hattie 2015).
Humanistic theory focusses on the way health and the social worker does their work
with avid opinions. Here the learner is allowed to choose their particular way of behaviour,
contrasting towards countering to natural surprises and strengths (Illeris 2016).
Apprehensions are supervising admiration and fulfilment toward oneself. It mainly focusses
on the ways to encourage self-awareness.
Constructive theory suggests that the elements can be documented completely through
diverse qualities. Here the elements are optional and imperious even though they are
observed naturally (Illeris 2018).
The four theories of learning defines the subsequent of learning for social and health
care people by transforming human being personality. The theories express the qualities in
the way of epistemological presumptions convicting the identifiers in gaining and possessing
the learning methods.
2.1) Various factors influencing learning effectiveness are as follows-
Motivation: it supports the learner to understand and learn more. The educator must
have the ability to motivate scholars (Avis, Fisher and Thompson 2014)
Environment: it is one of the important cause affecting learning. Better the learning
better the student can learn and understand the subject.
Communication: Healthy communication between student and teachers helps in
reducing the gaps. The medium of communication needs to easy so that both the lecturer and
the learner are comfortable in their purpose (Kokotsaki, Menzies and Wiggins 2016). Most
commonly used means of communication are internet, newspaper, visual and audio.

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Time: Time management is also important in the learning procedure. The lecturer
must know the way to finish the lecture and help the learner within a fixed time frame.
Culture: Each culture has a different style of learning style. Every country learning
styles are linked to the developed countries educational level that gives a higher standard of
learning style (Lehtinen, Hakkarainen and Palonen 2014). The teaching style and method
depends from one person to another.
The lecturer must have the ability to clear up the learner's doubts and teach them
about the procedures in the health and social sectors.
2.2) Learning styles depends upon the theory that methods of study have altered
effectively in various people. Different concepts of learning style are as follows
Auditory Learners: they select listening as an important tool that is easily
remembered. They prefer oral reading, listening to some other tapes, dialogues or any
discussion.
Kinaesthetic Learners: They learn through physical movement as well again benefits
of demonstration. The preferred methods used in this process of learning are dramas, role
play and games (Li 2016).
Visual Learners: They learn by observing and remembering the things that they have
observed. This group prefers writing and reading. They feel that learning is best through
flashcards, maps or diagrams.
Tactile Learners: They learn by touching and operation as hence getting advantages in
making designs and models.
Active: These learners are impetuous, and they believe in taking the risk. They prefer
competitions and plays as well as acting.

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Reflective and analytical learners: These learners prefer thinking about concepts
before starting any activity. They use games for learning, puzzles and prefers spreading
information through small groups.
Therefore, it can be predicted that to understand the learning to be used it is necessary
to decide the type an individual is comfortable with in the field of health and social services
(Miligan and Griffin 2016). Although there are various ways affecting leaning development
are inadequate attention of learners, absence of clarity to see and comprehend, unconscious of
the things that are to be done, lack of inspiration from teachers and time administration.
2.3) VARK (Visual Aural Read Kinesthetic) method is used to analyse the learning style
of an individual. It helps in determining the information about the individual. The analysis
was done depending on the questionnaires handed over to the learners. VARK assumes it the
learning inclination is Multimodal AK (Aural and Kinesthetic). Aural means hearing and
Kinesthetic is defined as the help needed in doing (Powell and Pieczka 2016). Hearing is
achieved by going to classes regularly, discussing the theory with others, listening to different
audio tapes and stories. Learning occurs with the initiation of action plans through analysis or
thinks about the event impact. Different influences affect learning depending on its preferred
mode such as disruption during learning, inability to gain access to hearing as well as the
inability to act by themselves.
2.4) Learning theory has a strong influence on the managerial staff of companies. It can
provide idea to the managers to contact, shoot and remunerate senior administrators for
giving management, assignments for authorities learning. This uprising in board policies and
influence on associations has incited precarious alterations in the authoritative learning
process (Pritchard 2017). Hence, the conditions have formulated the part of board members
in frequent connotations. The Chiefs who got involved in extra dynamic generally do not

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contract with every day’s operation and they only push the association for uplifting the
requirements. It leads to progress in administration.
3.1) Different factors considered while designing a learning programme associated with
health and social care are a time point of view, concurrence, a window of chance and time
influence. The time point of view in health and social care workplace embrace elements such
as people, offices, capacities and gatherings. It is very necessary that the relation emphasise
from the introduction time in general because the learning occurs with the association with a
wide range of productivity and with a particular viewpoint (Putra et al. 2018).
Concurrence states that the facilities occurring in the learning procedure-taking place
have limited access to echelons and limited learning assets.
Windows of chance is a learning factor that has an association with exposed learning
facilities. This factor determines the correct movement or learning procedures within perfect
time thereby by prompting a viable learning strategy. This window policy gives chances that
explain possible ways for healthier learning.
Time influence, which puts a strong impact on learning. Time influence can affect
learning from inside the association (top-down, base up, distributed) and additionally from
the outside basis, for example, contenders, suppliers, clients, and groups (Taylor 2017). Time
regulates learning, as for the condition when the suggestion is incapacitated by inner as well
outer drives the association puts forward an uninvited consequence.
3.2) Learning strategies are defined as a method used by the students in finishing the
learning task. Teachers use this process of learning for improving teaching skills and learning
plans. Different strategies used by the lecturers are group discussions, demonstrations, audio
and visual aids (Wells and Claxton 2002). This strategy explains the ways that learner
engages independently for finishing a language task. The commonly used learning strategies

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are- Demonstrations, Discussions, Tutorial, recourse based learning, Cooperative Learning
and Reading comprehension strategy (Powell and Pieczka 2016). The discussion follows
different sets of methods that includes demonstration and lectures. The lecturers discuss
about the learning topic with the student this would help the instructor in understanding
whether the student is comfortable with the learning policies and strategies. This policy helps
in identification of the problems about learning in health and social care sectors and thereby
focus on the ways in improving it.
Reading comprehension Strategy helps to comprehend the phase about the material. It
helps in regulating the vocabulary and writing structure. It makes the learner understand, the
cause for reading. This also helps the teacher in comprehending about the motivation, interest
learner regarding reading skills, and experience.
Cooperative Learning is a method where a group works together for achieving the
goal. This learning incorporates a bigger range of group communications such as stimulating
worker/faculty discussions and developing learning communities as well as encouraging
electronic exchanges. It helps in better learning procedures (Kokotsaki, Menzies and Wiggins
2016).
The learning or instructional strategies demonstrates different ways to achieve
learning goals. The strategies are pre-instructional activity, learning activity, testing as well
as a follow-through. All these determine the approach in accomplishing the learning goals.
3.3) The strategy that is required for assessing and delivering learning in social and health
care sectors is presentation based Hand-on-method. The Hands-On training program is
structured by using different systems, which helps the trainer in attaining the anticipated
objectives. This method of learning helps the learner to understand the learning principals and
theories. It includes videos that are shown to the staffs regarding the actions and reactions of

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the people that they have faced in certain situations (Harasim 2017). The presentation is
displayed to the staffs portraying the advantages and disadvantages of performing particular
actions in given conditions. Simulations are created that provides social care homes designed
actions required for judging a learner.
It can be concluded that appropriate training of the learner with the all appropriate
learning styles and theories contributing the student and the teacher to acquire the knowledge.
The learning training forms the pillars in health and social care service sectors. All the
learning strategies are based upon the attention of the teachers and students. It is the
responsibility of the teacher to determine the type of learning required in student learning.
These strategies help the learner in social and health care sectors in improving their style of
learning with the help of the policies explained by the instructor during the learning period.
4.1) Learning barriers are the obstruction that the learning administrator needs to consider
during changes occurring in the learning operations for assigning the more significant quality
of learning. In various occasions, it accommodates a cumulative re-evaluation of procedures
in order to crack the boundaries and executed successfully. Every barrier is vital and needs to
be designed and followed properly.
Barriers that affect the learning of an individual in the social and healthy workplace
are a social and cultural barrier, practical and personal barrier, workplace barrier and
emotional barrier. Social and cultural barrier where the learner experiences pressure from
family members (Gasevic, Dawson and Siemens 2015). The leaners also go through a
practical and personal barrier such as disability issues, childcare, financial, language, less
access to information and transport. Emotional barrier faced by an individual is less self-
esteem, less confidence level due to poor skills, undetected disability of learning,

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unemployment and mental stress. Workplace barrier is specifically issues like isolation, time
off and unsupportive managers (Petty 2014).
4.2) Learning Needs Analysis (LNA) explains Learning needs. Association with LNA
includes planned accumulation of information concerning the present abilities and
dimensions in health and social care sectors. The information provided is utilised for
developing an association-wide arrangement for learning. LNA is completed depending on
particular individual gathering in health care sectors. Health and social care sector requires
venture in the worldwide market identifying fresh venture and abilities in identifying better
needs for learning. A proficient structure is designed those subtle elements required for
particular practices that are necessary for learning achievements in the health and social care
sectors (Bada and Olusegum 2015). Director or personal evaluation designs the premises of
the person’s advancement plans depending on the individual’s learning needs. The
information collected causes some improvement that is needed in utilising modern learning
interventions. The designed approaches help in the enhancement of the distributed social
mindfulness and training. The development centres are a compelling substitutive method for
distinguishing the learning needs of an individual (Biesta, 2007). It is designed and
performed appropriately emphasising on the detectable quality proofs and desires for
improving the learning methods, which are associated with health and social care
organisations. They are used in explaining the learning perspectives to the individuals. Health
and social care sectors utilise these theories to elevate potential individual, thereby
recognising it as an ability of progression in administration. In normal circumstances,
controllers can differentiate the needs of learning for an individual as well as utilising this
data in guiding and directing their policies. The instructors generally ignore the break because
the directors do not have the propensities or encouragement in recognising and dealing with
the necessity of learning.

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4.3) Different approaches that support individual learning are ensuring improvement and
learning in distinguishing the capabilities due to fulfilment in the business techniques.
Maintaining the LNA process is adaptable and straightforward that can guarantee the learning
procedure is propitious and organised to change the procedures when situations are designed.
Individual learning is also achieved by guaranteeing the completion of the subject. The ability
of the associations can become successfully distinguished and lucid towards the needs of
learning. Administers are distinguished persistently for improving the needs of the individual
for upgrading the nursing skills of an individual (Goldie 2016).
Dyslexia is discrete and distinctive from difficulties in reading that arises from other
reasons such as non-neurological insufficiency with hearing and vision or poor reading
instructions. Dyslexia specifically affects 5 to 10 percent of the population.

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