� Leslie Owen Wilson, 1997, update d3/05

Newer Views of Learning- 

Types of learning

Learning occurs in four major ways--transmission, acquisition, accretion and emergence.

  Transmission is the process by which information, knowledge, ideas and skills are taught to others through purposeful, conscious telling, demonstration, and guidance. Over the course of a lifetime, this method accounts for only about 10% of learning. Unfortunately, this is the most traditional and, currently, the most predominate method of instruction. However, we are finding out it is not very effective and moving toward acquisition and emergence, and examining the lessons of accretion.

  Acquisition is the conscious choice to learn. Material in this category is relevant to the learner. This method includes exploring, experimenting, self-instruction, inquiry, and general curiosity. Currently, acquisition accounts for about 20% of what we learn.

  Accretion is the gradual, often subconscious or subliminal, process by which we learn things like language, culture, habits, prejudices, and social rules and behaviors. We are usually unaware that the processes involved in accretion are taking place, but this method accounts for about 70% of what we know. Social learning certainly plays into this type of learning, as does the hidden or covert curriculum.

  Emergence is the result of patterning, structuring and the construction of new ideas and meanings that did not exist before, but which emerge from the brain through thoughtful reflection, insight and creative expression or group interactions. This form of learning accounts for the internal capacities of synthesis, creativity, intuition, wisdom, and problem-solving. This method is greatly dependent on the allocation of time, and opportunities to reflect and construct new knowledge. This method plays an important role in inspiration and originality. In the context of current educational practices, we learn only 1-2% by this method.

In the context of these definitions, examine your own learning experiences and teaching styles.

Definitions are adapted from work of Marty Rayala, WI-DPI and his percentages are based on time allotments experienced in and outside of school. Those of you wanting to find out more about Dr. Rayala's work might check dissertations in print. His degree is from UW-Madison, or contact the Department of Public Instruction for Wisconsin as Rayala was an employee there for a number of years.