Our Methodology

Baalyam's unique Connection-Continuum™ methodology comprehensively covers all the pedantic and instructional aspects of the learning environment.

The three main pillars of the methodology are -

  • Learning method
  • Learning domains and
  • Learner types

Learning Method

Effect
  • If the response in a connection is followed by a satisfying state of affairs, the strength of the connection is considerably increased
  • If the response in a connection is followed by an annoying state of affairs, then the strength of the connection is marginally decreased
Readiness
  • When someone is ready to perform some act, to do so is satisfying
  • When someone is ready to perform some act, not to do so is annoying
  • When someone is not ready to perform some act and is forced to do so, it is annoying
Use/Disuse
  • We learn by doing. We forget by not doing, but only marginally
  • Connections between a stimulus and a response are considerably strengthened as they are used (Law of Use)
  • Connections between a stimulus and a response are marginally weakened as they are not used (Law of Disuse)
Recency
  • The most recent response in a stimulus response connection is likely to govern the recurrence
Reinforce
  • Continuous reinforcement - constant and immediate delivery of reinforcement for an action
  • Interval reinforcement - delivery of reinforcement for an action after a fixed or varying interval time has elapsed
  • Ratio reinforcement - delivery of reinforcement for an action after a fixed or varying number of responses have occurred

Learning Domains

Learning occurs across three main domains of learning

  • Cognitive domain: The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual. The cognitive domain encompasses of six categories which include knowledge, comprehension, application, analysis, synthesis and evaluation
  • Psycho-Motor domain: The psychomotor domain includes utilizing motor skills and the ability to coordinate them. The sub domains of psychomotor include perception, set, guided response, mechanism, complex overt response, adaptation and origination.
  • Affective domain: The manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Types of Learners

There are four types of learners whose different styles of learning needs to be accommodated for maximising the learning outcomes

  • Visual learners - those who prefer visual or sight-based learning. Examples:, Painters, photographers, artists, cinematographers, etc.
  • Auditory learners - those who prefer auditory or sound-based learning. Examples: Singers, musicians, composers, sound engineers, etc.
  • Kinesthetic learners - those who prefer the kinesthetic or the touch & feel tactile-based learning. Examples: Dancers, actors, sculptors, etc.
  • Reference learners - those who prefer the reference or read & look-up based learning. Examples: Philosophers, scientists, writers, engineers, doctors, architects, accountants, etc.

It must be remembered that an individual does not use only one learning type exclusively, but a combination of learning types. It is only that a certain learning type is favored more than others, consequently resulting in maximised learning thru that particular learning type.

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