The Stages of Learning
1. Acquisition Stage- learning a new skill
2. Proficiency Stage- practicing for the mastery of a skill
3. Maintenance Stage- performance over time
4. Generalization Stage- across times and situations
5. Adaptation Stage- use for problem solving
1. Acquisition Stage- learning a new skill
2. Proficiency Stage- practicing for the mastery of a skill
3. Maintenance Stage- performance over time
4. Generalization Stage- across times and situations
5. Adaptation Stage- use for problem solving
Unconscious Incompetence (UI)
“I don’t know that I don’t know something.”
People in this stage have a low or non-existent awareness of the need or relevance to learn something. Until the awareness is wakened, they will remain in a state of unconscious incompetence. Many of us are unconsciously incompetent about a number of things in this world.
Conscious Incompetence (CI)
“I know that I don’t know something.”
An area of deficiency becomes apparent and a person realizes that there is something that they don’t know much about. If knowing more would increase their effectiveness, they make a decision to improve and a commitment to learn. Without that commitment to make a change, they will remain in a state of conscious incompetence. And again, we can remain here and be just fine.
Conscious Competence (CC)
“I have learned something, but I have to think about it as I do it.”
After an effective learning intervention that has included Application opportunities, people can use new skill and knowledge without assistance. However, purposeful concentration may be required in order to do so. They can do what is necessary, when necessary but only by thinking carefully about what they are doing.
Unconscious Competence (UC)
“I know something so well that I don’t have to think about it.”
Whatever was learned has become automatic. Ongoing practice in the real world has ensured that the learning has become fully integrated into the way in which someone does something. Eventually the performer reaches a point where they no longer have to think about what they are doing, and are competent without the significant effort that characterizes the state of conscious competence.
http://www.fka.com/four-stages-of-learning/
“I don’t know that I don’t know something.”
People in this stage have a low or non-existent awareness of the need or relevance to learn something. Until the awareness is wakened, they will remain in a state of unconscious incompetence. Many of us are unconsciously incompetent about a number of things in this world.
Conscious Incompetence (CI)
“I know that I don’t know something.”
An area of deficiency becomes apparent and a person realizes that there is something that they don’t know much about. If knowing more would increase their effectiveness, they make a decision to improve and a commitment to learn. Without that commitment to make a change, they will remain in a state of conscious incompetence. And again, we can remain here and be just fine.
Conscious Competence (CC)
“I have learned something, but I have to think about it as I do it.”
After an effective learning intervention that has included Application opportunities, people can use new skill and knowledge without assistance. However, purposeful concentration may be required in order to do so. They can do what is necessary, when necessary but only by thinking carefully about what they are doing.
Unconscious Competence (UC)
“I know something so well that I don’t have to think about it.”
Whatever was learned has become automatic. Ongoing practice in the real world has ensured that the learning has become fully integrated into the way in which someone does something. Eventually the performer reaches a point where they no longer have to think about what they are doing, and are competent without the significant effort that characterizes the state of conscious competence.
http://www.fka.com/four-stages-of-learning/
Types of Accommodations
Accommodations are changes to activities, instruction, materials, or the environment that do not dilute the state performance standards.
Modifications are changes to products, assessments, or materials that require less of the student than the minimum state performance standard.
1. Alternate Goals: Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this may be more of a modification for more severe disabilities.
For example:
Student may select misspelled word in place of writing it. Student may identify states, rather than capitals & states.
2. Difficulty: Adapt the skill level, problem type, or the rules on how the learner may approach the work.
For example:
Allow use of watch calculator, partner work, simplify task directions.
3. Input: Adapt the way instruction is delivered to the learner.
For example:
Use different visual aids, recorded texts and/or enlarged text, concrete examples, hands-on activities, cooperative learning groups, etc.
4. Level of Support: Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure.
For example:
Assign peer buddies, teaching assistants, peer tutors, or cross age tutors.
5. Output: Adapt how the student can respond to instruction or assignment.
For example:
Instead of writing answers, allow verbal response. May want to provide a digital recorder, Projects rather than worksheets or written essays. Song rather than speech.
6. Participation: Adapt the extent to which a learner is actively involved in the task.
For example:
A student who has difficulty presenting in front of a class could be given the option of presenting to a small group or just the teacher.
7. Size: Adapt the number of items that the learner is expected to learn or complete.
For example:
Teach by reducing the number of vocabulary words presented at one time. Allow student to complete only odd or even problems.
8. Substitute Curriculum: Provide different instruction and materials to meet a learner’s individual goals.
For example:
Pre-teach key concepts or terms before the lesson using alternate curriculum, provide a talking dictionary.
9. Time: Adapt the time allotted and allowed for learning, task completion, or testing. Provide visual timers.
For example:
Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Turn in projects in chunks,
Accommodations are changes to activities, instruction, materials, or the environment that do not dilute the state performance standards.
Modifications are changes to products, assessments, or materials that require less of the student than the minimum state performance standard.
1. Alternate Goals: Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this may be more of a modification for more severe disabilities.
For example:
Student may select misspelled word in place of writing it. Student may identify states, rather than capitals & states.
2. Difficulty: Adapt the skill level, problem type, or the rules on how the learner may approach the work.
For example:
Allow use of watch calculator, partner work, simplify task directions.
3. Input: Adapt the way instruction is delivered to the learner.
For example:
Use different visual aids, recorded texts and/or enlarged text, concrete examples, hands-on activities, cooperative learning groups, etc.
4. Level of Support: Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure.
For example:
Assign peer buddies, teaching assistants, peer tutors, or cross age tutors.
5. Output: Adapt how the student can respond to instruction or assignment.
For example:
Instead of writing answers, allow verbal response. May want to provide a digital recorder, Projects rather than worksheets or written essays. Song rather than speech.
6. Participation: Adapt the extent to which a learner is actively involved in the task.
For example:
A student who has difficulty presenting in front of a class could be given the option of presenting to a small group or just the teacher.
7. Size: Adapt the number of items that the learner is expected to learn or complete.
For example:
Teach by reducing the number of vocabulary words presented at one time. Allow student to complete only odd or even problems.
8. Substitute Curriculum: Provide different instruction and materials to meet a learner’s individual goals.
For example:
Pre-teach key concepts or terms before the lesson using alternate curriculum, provide a talking dictionary.
9. Time: Adapt the time allotted and allowed for learning, task completion, or testing. Provide visual timers.
For example:
Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Turn in projects in chunks,