Phases of learning

Exit goal(s)
The student can:

Effective teaching strategies
The teacher should:

Acquisition
In this phase:
Students learn to demonstrate facts, concepts, strategies and procedures

• demonstrate facts, concepts, strategies and procedures accurately, with minimal support

• model the use of facts, concepts, strategies and procedures, talking through their approach
• present examples that assist students to build on their background knowledge and skills
• model multiple examples before students are expected to demonstrate their understanding of facts, concepts, strategies and procedures independently
• provide students with permanent models for their reference (eg completed problems)
• monitor student responses in order to ensure understanding
• monitor student responses in order to ensure students do not repeat errors
• provide appropriate feedback to students about accuracy and effort

Fluency
In this phase:
Students get faster at demonstrating facts, concepts, strategies and procedures

• demonstrate facts, concepts, strategies and procedures readily
• combine newly acquired knowledge and skills with existing knowledge and skills

• provide frequent opportunities to practise the use of facts, concepts, strategies and procedures
• provide opportunities for guided practice before independent practice
• plan learning experiences that elicit frequent student responses
• provide appropriate feedback to students about accuracy and fluency

Maintenance
In this phase:
Students demonstrate their ability to retain facts, concepts, strategies and procedures

• demonstrate the retention of facts, concepts, strategies and procedures

• initially provide opportunities for frequent review of previously learned facts, concepts, strategies and procedures. The need for review reduces over time.
• build on students’ understanding of facts, concepts, strategies and procedures by providing varied and increasingly complex examples
• provide opportunities for students to reflect on and evaluate their learning
• provide appropriate feedback to students

Generalisation
In this phase:
Students learn to apply facts, concepts, strategies and procedures in different contexts

• distinguish between similar facts, concepts, strategies and procedures
• use facts, concepts, strategies and procedures in different contexts

• identify conceptual links between strands
• provide opportunities for students to use facts, concepts, strategies and procedures in unfamiliar contexts, including problem solving
• provide opportunities for students to use problem-solving strategies in everyday contexts