Teaching and Learning: Principles and PracticesTeaching and Learning: Principles and Practices 1 New...

UNIT 06STAGES IN LEARNING & PHYSICAL

ENVIRONMENT

NEW LIFE COLLEGE OF NURSING KARACHI

Teaching and Learning: Principles andPractices

1

UNIT 06STAGES IN LEARNING & PHYSICAL

ENVIRONMENT

NEW LIFE COLLEGE OF NURSING KARACHI

11/5/2014New Life College of Nursing

Objectives

By the end of class students will be able to:

1. Discuss the stages in learning

2.Compare different stages of development withlearning

3. Discuss the impact of physical environment andemotional well being on learning

4. Relate the humanistic, dialectical learning theorieswith physical and emotional well being.

5. Apply the learning strategies according to the stageof learning

2

By the end of class students will be able to:

1. Discuss the stages in learning

2.Compare different stages of development withlearning

3. Discuss the impact of physical environment andemotional well being on learning

4. Relate the humanistic, dialectical learning theorieswith physical and emotional well being.

5. Apply the learning strategies according to the stageof learning


Learning3

“a persisting change in humanperformance or performancepotential . . . (brought) about as aresult of the learner’s interaction withthe environment”

“the relatively permanent change in aperson’s knowledge or behavior dueto experience.


“a persisting change in humanperformance or performancepotential . . . (brought) about as aresult of the learner’s interaction withthe environment”

“the relatively permanent change in aperson’s knowledge or behavior dueto experience.

Learning Theory4

Nobody really knows how a person learns.

But there are 6 main theories Behaviorism Cognitivism Social Learning Theory Social ConstructivismMultiple Intelligences Brain-Based Learning


Nobody really knows how a person learns.

But there are 6 main theories Behaviorism Cognitivism Social Learning Theory Social ConstructivismMultiple Intelligences Brain-Based Learning

Behaviorism5

1. Learning is defined by the outwardexpression of new behaviors

2. Focuses solely on observable behaviors

3. A biological basis for learning4. Learning is context-independent

5. Classical & Operant Conditioning


1. Learning is defined by the outwardexpression of new behaviors

2. Focuses solely on observable behaviors

3. A biological basis for learning4. Learning is context-independent

5. Classical & Operant Conditioning

Behaviorism in the Classroom6

1. Rewards and punishments

2. Responsibility for student learningrelax directly with the teacher

3. Lecture-based, highly structured


1. Rewards and punishments

2. Responsibility for student learningrelax directly with the teacher

3. Lecture-based, highly structured

Cognitivism7

Grew in response to Behaviorism

Knowledge is stored cognitively as symbols

Learning is the process of connecting symbols ina meaningful & memorable way

Studies focused on the mental processes thatfacilitate symbol connection


Grew in response to Behaviorism

Knowledge is stored cognitively as symbols

Learning is the process of connecting symbols ina meaningful & memorable way

Studies focused on the mental processes thatfacilitate symbol connection

Cognitive Learning Theory8

Discovery Learning

1. Bruner said anybody can learn anything atany age, provided it is stated in termsthey can understand.



2. Powerful Concepts (not isolated facts) a. Transfer to many different situations b. Only possible through Discovery Learning c. tackle the learner with problems and help

them to find solutions. Do not presentsequenced materials.


2. Powerful Concepts (not isolated facts) a. Transfer to many different situations b. Only possible through Discovery Learning c. tackle the learner with problems and help

them to find solutions. Do not presentsequenced materials.


Meaningful Verbal LearningAdvance Organizers:New material is presented in a systematic way,

and is connected to existing cognitivestructures in a meaningful way


Meaningful Verbal LearningAdvance Organizers:New material is presented in a systematic way,

and is connected to existing cognitivestructures in a meaningful way

Cognitivism in the Classroom11

Inquiry-oriented projects

Opportunities for the testing of hypotheses

interest encouraged


Inquiry-oriented projects

Opportunities for the testing of hypotheses

interest encouraged

Social Learning Theory (SLT)12

Grew out of CognitivismA. Bandura (1973) Learning takes place through observation and

sensorial experiences Imitation is the sincerest form of smooth talk SLT is the basis of the movement against

violence in media & video games.


Grew out of CognitivismA. Bandura (1973) Learning takes place through observation and

sensorial experiences Imitation is the sincerest form of smooth talk SLT is the basis of the movement against

violence in media & video games.


Learning From ModelsAlbert Bandura1. Attend to relevant clues2. Code for memory (store a visual image)3. Retain in memory4. Accurately reproduce the observed activity5. Possess sufficient motivation to apply new learning


Learning From ModelsAlbert Bandura1. Attend to relevant clues2. Code for memory (store a visual image)3. Retain in memory4. Accurately reproduce the observed activity5. Possess sufficient motivation to apply new learning


Research indicates that the following factorsinfluence the strength of learning frommodels:

1. How much power the model seems to have2. How capable the model seems to be3. How caring the model seems to be4. How similar the learner perceives self and

model5. How many models the learner observes


Research indicates that the following factorsinfluence the strength of learning frommodels:

1. How much power the model seems to have2. How capable the model seems to be3. How caring the model seems to be4. How similar the learner perceives self and

model5. How many models the learner observes


1. Children want to be like the model2. Children believe they are like the

model3. Children experience emotions like

those the model is feeling.4. Children act like the modelThrough identification, children come

to believe they have the samecharacteristics as the model.


1. Children want to be like the model2. Children believe they are like the

model3. Children experience emotions like

those the model is feeling.4. Children act like the modelThrough identification, children come

to believe they have the samecharacteristics as the model.

SLT in the Classroom16

Collaborative learning andgroup work

Modeling responses andexpectations

Opportunities to observeexperts in action


Collaborative learning andgroup work

Modeling responses andexpectations

Opportunities to observeexperts in action

Stages in learning

1. Fitts and Pisnors Model

2. gentile’s model

3. Maslow's 4 Stages Of Learning Theory

17

1. Fitts and Pisnors Model

2. gentile’s model

3. Maslow's 4 Stages Of Learning Theory


FITTS AND PISNORS MODELThe Cognitive Stage: The Associative Stage: The Autonomous

Stage:

1. This is the initialstage of learning.2. Understanding thenature and/or goal ofthe activity oractivities.3. The student hasbeen receivinginstruction from theteacher via visualand auditor.4. initial trials areused

1. Middle stage oflearning

2. learner can then startto refine the learnedconcepts

3. This stage requires lessconcentration than thecognitive stage.

4. additional informationfocusing on specificactions and point outrelevant cues are givenby the instructor or theteachers.

1. Final stage oflearning

2. After much practice,the learner hasmastered

3. Autonomous suggeststhat the skill hasbecome almostautomatic andrequires littleconcentration andattention.

4. In this stage theinstructor or teacherneeds only tofacilitate the learning.

18

1. This is the initialstage of learning.2. Understanding thenature and/or goal ofthe activity oractivities.3. The student hasbeen receivinginstruction from theteacher via visualand auditor.4. initial trials areused

1. Middle stage oflearning

2. learner can then startto refine the learnedconcepts

3. This stage requires lessconcentration than thecognitive stage.

4. additional informationfocusing on specificactions and point outrelevant cues are givenby the instructor or theteachers.

1. Final stage oflearning

2. After much practice,the learner hasmastered

3. Autonomous suggeststhat the skill hasbecome almostautomatic andrequires littleconcentration andattention.

4. In this stage theinstructor or teacherneeds only tofacilitate the learning.


Social Constructivism19

Grew out of and in response to Cognitivism,framed around metacognitionKnowledge is actively constructed Learning is…A search for meaning by the learnerContextualizedAn inherently social activityDialogic and recursiveThe responsibility of the learner


Grew out of and in response to Cognitivism,framed around metacognitionKnowledge is actively constructed Learning is…A search for meaning by the learnerContextualizedAn inherently social activityDialogic and recursiveThe responsibility of the learner

Social Constructivism in the Classroom20

Journaling

Experiential activities

Personal focus

Collaborative &cooperative learning


Journaling

Experiential activities

Personal focus

Collaborative &cooperative learning

Multiple Intelligences (MI)21

Grew out of Constructivism, framed aroundmetacognition

H. Gardner (1983 to present)

All people are born with eight intelligences: Enables students to leverage their strengths and

purposefully target and develop their weaknesses


Grew out of Constructivism, framed aroundmetacognition

H. Gardner (1983 to present)

All people are born with eight intelligences: Enables students to leverage their strengths and

purposefully target and develop their weaknesses

1. Verbal-Linguistic 5. Musical2. Visual-Spatial 6. Naturalist3. Logical-Mathematical 7. Interpersonal4. Kinesthetic 8. Intrapersonal

MI in the Classroom22

Delivery of instruction via multiple mediums

Student-centered classroom

Authentic Assessment

Self-directed learning


Delivery of instruction via multiple mediums

Student-centered classroom

Authentic Assessment

Self-directed learning

Brain-Based Learning (BBL)23

Grew out of Neuroscience & Constructivism

D. Souza, N. Caine & G. Caine, E. Jensen (1980’s topresent)

12 governing principles


1. Brain is a parallel processor 7. Focused attention & peripheralperception

2. Whole body learning 8. Conscious & unconscious processes3. A search for meaning 9. Several types of memory4. Patterning 10. Embedded learning sticks5. Emotions are critical 11. Challenge & threat6. Processing of parts andwholes

12. Every brain is unique

BBL in the Classroom24

Opportunities for group learning

Regular environmental changes

A multi-sensory environment

Opportunities for self-expression and makingpersonal connections to content

Community-based learning


Opportunities for group learning

Regular environmental changes

A multi-sensory environment

Opportunities for self-expression and makingpersonal connections to content

Community-based learning

GENTILE’S MODEL

1. Initial stage (Getting the Idea of themovement)

2. Later stage (fixation/diversification stage)

25


At the Initial Stage of Learning

Beginner needs to explore a variety of movementpossibilities

1. trial & error2. self-discovery3. problem solvingProvide a practice that:1. learner’s develops the basic movement pattern2. provide an environment where regulatory andno regulatory characteristics can be discriminated

26

Beginner needs to explore a variety of movementpossibilities

1. trial & error2. self-discovery3. problem solvingProvide a practice that:1. learner’s develops the basic movement pattern2. provide an environment where regulatory andno regulatory characteristics can be discriminated


At the Latter Stage

Performer is able to adapt the movement to any

performance situation.

Performer increases their consistency in achieving their

goals.

Person increases their economy of effort in performing

the movement.

27

Performer is able to adapt the movement to any

performance situation.

Performer increases their consistency in achieving their

goals.

Person increases their economy of effort in performing

the movement.


Maslow's 4 Stages Of Learning Theory28


Maslow's 4 Stages Of Learning Theory

UnconsciousIncompetence

I don't know that I don'tknow how to do this."

UnconsciousIncompetence

I don't know that I don'tknow how to do this."

ConsciousIncompetence

"I know that I don't knowhow to do this, yet. This isthe stage where learning

begins



begins

29

UnconsciousCompetence

"What, you say I didsomething well?"



begins



beginsConscious

Competence"I know that I know howto do this. this is much

easier learning stage thansecond

ConsciousCompetence

"I know that I know howto do this. this is much

easier learning stage thansecond 11/5/2014New Life College of Nursing

EXAMPLE

Learning to drive a car1. As a child I first thought that all I needed to do was

sit behind the wheel and steer and use the pedals.2. When I began learning to drive, I realized there was

a whole lot more to it.3. As I practiced, I moved into the third stage of

learning, conscious competence. This felt a lotbetter, but still I wasn't very smooth or fluid in mydriving.

4. Finally, after enough practice, I got to the placewhere I didn't have to think about every little thingI was doing while driving.

30

Learning to drive a car1. As a child I first thought that all I needed to do was

sit behind the wheel and steer and use the pedals.2. When I began learning to drive, I realized there was

a whole lot more to it.3. As I practiced, I moved into the third stage of

learning, conscious competence. This felt a lotbetter, but still I wasn't very smooth or fluid in mydriving.

4. Finally, after enough practice, I got to the placewhere I didn't have to think about every little thingI was doing while driving.


Different stages of development31


Cognitive DevelopmentPiaget’s Four Stages

32

Sensorimotor Stage (birth - 2 yrs): actions become more intentional and integrated into

patterns, there is an increased awareness of self andsurroundings.

Preoperational Thought Stage (2 - 7yrs): development of language and conceptual thought occurs.

Concrete Operations Stage (7-11yrs): increased ability to apply logical thought to concrete

problems, thinking is still primarily related to immediateexperience.

Formal Operations Stage (11yrs on): ability to apply logic to a variety of problems; higher

order thinking occurs.


Sensorimotor Stage (birth - 2 yrs): actions become more intentional and integrated into

patterns, there is an increased awareness of self andsurroundings.

Preoperational Thought Stage (2 - 7yrs): development of language and conceptual thought occurs.

Concrete Operations Stage (7-11yrs): increased ability to apply logical thought to concrete

problems, thinking is still primarily related to immediateexperience.

Formal Operations Stage (11yrs on): ability to apply logic to a variety of problems; higher

order thinking occurs.

Different stages of development and Learning

Stage Age Description

oral Birth- 1 year Explores and receive pleasurewith mouthand tongue

Anal 1year-3years Control of eliminationmuscles

33

Anal 1year-3years Control of eliminationmuscles

phallic 3year-6years Attracted by the opposite sex

Latency 6years-12years Identifies with same sex parents

Genital 12year-adulthood Develops sexualrelationships


Erikson stages of psychosocial development

Stage Age Task to performed

Trust vs. mistrust Birth -1 year Establish a sense of trust

Autonomy vs.shame

1year – 3years Do things for self

Initiative vs. guilt 3years-6years Initiate activities and moralresponsibility

34

Initiate activities and moralresponsibility

Industry vs.inferiority

6years-12years

Develop scholastic and socialskills and self-esteem

Identity vs. roleconfusion

12years-18years

Seek sense of identity and values

Intimacy vs.isolation

18years-30years

Develop intimate relationship andchoose career


Cont.

Stage Age Task to do

Generatively vs.stagnation

30years-65years

Establish a family and becomeproductive

35

Generatively vs.stagnation

30years-65years

Establish a family and becomeproductive

Integrity vs.despair

65+years Accept one's life


Lawrence Kohlberg(1977):

It is described a framework for understanding howthe individual decide on a moral code. The six stages of moral development.

Level I: preconvention (birth-9years) Stage1: punishment and obedience orientation. Stage 2: instrumental-relativist orientation Level II: conventional (9years-13years)

Stage 3: interpersonal concordance Stage 4: law and order orientation

36

It is described a framework for understanding howthe individual decide on a moral code. The six stages of moral development.

Level I: preconvention (birth-9years) Stage1: punishment and obedience orientation. Stage 2: instrumental-relativist orientation Level II: conventional (9years-13years)

Stage 3: interpersonal concordance Stage 4: law and order orientation


Cont.

Level III: post conventional (13+years) Stage 5: social contract orientation Stage 6: universal ethics orientation

37


Impact of emotional well being on learning

The physical environment has a significantinfluence on learning. It gives children clearmessages about how we value them and how wevalue learning”

Power of Displays “Educational psychologists have found that

environment can have a large impact on children'slearning. There are classrooms that alienatechildren and those that engage them, and muchresearch shows that children who feel engaged intheir classroom are more receptive.”

38

The physical environment has a significantinfluence on learning. It gives children clearmessages about how we value them and how wevalue learning”

Power of Displays “Educational psychologists have found that

environment can have a large impact on children'slearning. There are classrooms that alienatechildren and those that engage them, and muchresearch shows that children who feel engaged intheir classroom are more receptive.”


Cont.

Impact of Environment “Research demonstrates that the learning

environment affects the engagement, motivation,self-esteem, attendance, wellbeing andachievement of students”

Power of the Cultural Message A well cared for and attractive environment sends

powerful messages about expectations, and is "apotent influence on how well students achievea range of desired educational outcomes”

39

Impact of Environment “Research demonstrates that the learning

environment affects the engagement, motivation,self-esteem, attendance, wellbeing andachievement of students”

Power of the Cultural Message A well cared for and attractive environment sends

powerful messages about expectations, and is "apotent influence on how well students achievea range of desired educational outcomes”


Cont.

Visual Displays“Using visual displays in classrooms breeds success

because 'students are provided with specificexamples of how success is obtained”

Environment and Culture The environment is a powerful driver; as it sets the

tone and is the visual backdrop for all the learningthat is undertaken in the class

40

Visual Displays“Using visual displays in classrooms breeds success

because 'students are provided with specificexamples of how success is obtained”

Environment and Culture The environment is a powerful driver; as it sets the

tone and is the visual backdrop for all the learningthat is undertaken in the class


Impacts of emotions on learning

“Emotion is an on/of switch for learning…theemotional brain, the limbic system, has the power toopen or close access to learning, memory, and theability to make connections.” The Connections between Emotions and Learning”, “Emotions and learning occur in the brain. Learning means acquiring knowledge or skills. Learning requires thinking. Our thoughts influence how we feel. How we feel influences how we think.

41

“Emotion is an on/of switch for learning…theemotional brain, the limbic system, has the power toopen or close access to learning, memory, and theability to make connections.” The Connections between Emotions and Learning”, “Emotions and learning occur in the brain. Learning means acquiring knowledge or skills. Learning requires thinking. Our thoughts influence how we feel. How we feel influences how we think.


Cont.

The best learning takes place when a positivefeeling toward a task enables us to use what weknow, while motivating us to extend that knowledgeand build on it. Motivational factors1. Intrinsic2. Extrinsic Lack confidence in students abilities which are

often attributed to repeated experiences ofdifficulty and/or failure.

42

The best learning takes place when a positivefeeling toward a task enables us to use what weknow, while motivating us to extend that knowledgeand build on it. Motivational factors1. Intrinsic2. Extrinsic Lack confidence in students abilities which are

often attributed to repeated experiences ofdifficulty and/or failure.


Cont.

Teacher must find a way to create a positive learningexperience for the student, transforming their

negative associations into positive ones.

43


Humanist44

All students are intrinsically motivated to selfactualize or learn Learning is dependent upon meeting a hierarchy of

needs (physiological, psychological and intellectual) Learning should be reinforced.


All students are intrinsically motivated to selfactualize or learn Learning is dependent upon meeting a hierarchy of

needs (physiological, psychological and intellectual) Learning should be reinforced.

Teaching strategies45

During Infancy and Toddlerhood Patient education need not be illness-related. Less

time should be devoted to teaching parents aboutillness care. More attention should be given to teachingparents about normal development, safety, healthpromotion, and disease prevention. If the child is ill, assessment of the child’s and parents’

anxiety levels and helping them cope with their stressrepresent the first priority for teaching intervention.This is because anxiety negatively impacts on readinessto learn. Health teaching should take place at home or day-care

centre. During hospitalisation, teaching should takeplace in safe and secure environment.


During Infancy and Toddlerhood Patient education need not be illness-related. Less

time should be devoted to teaching parents aboutillness care. More attention should be given to teachingparents about normal development, safety, healthpromotion, and disease prevention. If the child is ill, assessment of the child’s and parents’

anxiety levels and helping them cope with their stressrepresent the first priority for teaching intervention.This is because anxiety negatively impacts on readinessto learn. Health teaching should take place at home or day-care

centre. During hospitalisation, teaching should takeplace in safe and secure environment.

Cont.46

Read simple stories from books with lots of picturesUse dolls to act out feelings and behavioursUse simple audiotapes with music and videotapes

with cartoon charactersRole-play to bring the child’s imagination closer to

realityPerform procedures on a doll to help the child

understand what an experience would be likeKeep teaching sessions brief (5 minutes) and close

together


Read simple stories from books with lots of picturesUse dolls to act out feelings and behavioursUse simple audiotapes with music and videotapes

with cartoon charactersRole-play to bring the child’s imagination closer to

realityPerform procedures on a doll to help the child

understand what an experience would be likeKeep teaching sessions brief (5 minutes) and close

together

Teaching Strategies During Preschooling47

Preschoolers continue to develop the skills learned earlier.

Children require new behaviours that give them moreindependence and autonomy.

Learning occurs through interaction with others and throughimitating or modeling the behaviours of friends and adults.

During interactions with preschoolers and their parents,nurses should teach parents about health promotion anddisease prevention, provide guidance regarding normalgrowth & development, and offer instruction about medicalrecommendations as illness arises.


Preschoolers continue to develop the skills learned earlier.

Children require new behaviours that give them moreindependence and autonomy.

Learning occurs through interaction with others and throughimitating or modeling the behaviours of friends and adults.

During interactions with preschoolers and their parents,nurses should teach parents about health promotion anddisease prevention, provide guidance regarding normalgrowth & development, and offer instruction about medicalrecommendations as illness arises.

Cont.48

Provide physical and visual stimuli both for expressing ideas and forunderstanding verbal instruction.

Keep teaching session short (15 minutes), sequential and close to eachother.

Relate information needs to activities and experiences familiar to thechild.

Give the child an opportunity to select between a limited number ofteaching-learning options [such as playing with doll or reading a story]which promotes active participation and enhance nurse-client rapport.

Arrange small group sessions with peers as a means to make teachingless threatening and enjoyable.

Provide real motivation for the child’s learning by giving praise andapproval both verbally and nonverbally


Provide physical and visual stimuli both for expressing ideas and forunderstanding verbal instruction.

Keep teaching session short (15 minutes), sequential and close to eachother.

Relate information needs to activities and experiences familiar to thechild.

Give the child an opportunity to select between a limited number ofteaching-learning options [such as playing with doll or reading a story]which promotes active participation and enhance nurse-client rapport.

Arrange small group sessions with peers as a means to make teachingless threatening and enjoyable.

Provide real motivation for the child’s learning by giving praise andapproval both verbally and nonverbally

Teaching Strategies During School-AgedChildhood

49

The following short-term strategies are recommended for children at this stage:

Give children the responsibility for their own health; for exampleteach them to calculate and administer their own insulin.

Teaching sessions can last as long as 30 minutes and should be spreadapart to for comprehension of large amounts of content and toprovide opportunities for exercising newly acquired skills.

Use diagrams, models, pictures, videotapes, and printed materialbesides other teaching methods.

Clarify scientific terminology and medical jargon, and use analogies[chest x-ray is like your picture taken, white blood cells are like policecells that can destroy infection] to provide information in meaningfulways.

Use one-to-one teaching sessions to individualise learning accordingto the child’s own experience, and provide time for clarification,validation, and reinforcement of what has been learned.


The following short-term strategies are recommended for children at this stage:

Give children the responsibility for their own health; for exampleteach them to calculate and administer their own insulin.

Teaching sessions can last as long as 30 minutes and should be spreadapart to for comprehension of large amounts of content and toprovide opportunities for exercising newly acquired skills.

Use diagrams, models, pictures, videotapes, and printed materialbesides other teaching methods.

Clarify scientific terminology and medical jargon, and use analogies[chest x-ray is like your picture taken, white blood cells are like policecells that can destroy infection] to provide information in meaningfulways.

Use one-to-one teaching sessions to individualise learning accordingto the child’s own experience, and provide time for clarification,validation, and reinforcement of what has been learned.

Teaching Strategies During Adolescence50

This stage represents transition from childhood to adulthood Use one-to- one instruction to ensure privacy and confidentiality. Conduct peer group discussions as an effective approach to deal with

relevant health topic. Use audiovisual materials as these are usually comfortable approach to

adolescent learning. Clarify medical terminology and give an adolescent an opportunity to

participate, when possible, in the decision-making process. Giverationale for what is being said to help them feel the sense of control.

To attract their attention and encourage their responsiveness toteaching, be respectful, tactful, open, and flexible.

Expect negative responses as they feel threatened in self-image and selfintegrity and avoid confrontation and acting as an authority person.Alternatively, challenge their views and beliefs, and acknowledge theirthought


This stage represents transition from childhood to adulthood Use one-to- one instruction to ensure privacy and confidentiality. Conduct peer group discussions as an effective approach to deal with

relevant health topic. Use audiovisual materials as these are usually comfortable approach to

adolescent learning. Clarify medical terminology and give an adolescent an opportunity to

participate, when possible, in the decision-making process. Giverationale for what is being said to help them feel the sense of control.

To attract their attention and encourage their responsiveness toteaching, be respectful, tactful, open, and flexible.

Expect negative responses as they feel threatened in self-image and selfintegrity and avoid confrontation and acting as an authority person.Alternatively, challenge their views and beliefs, and acknowledge theirthought

Andragogy & Pedagogy51

Andragogy is the art and science of helping adults learn.Within this framework, learning is more learner-centredand less-teacher centred

Pedagogy is the art and science of helping children tolearn.

Throughout childhood, learning is subject-centred.


Andragogy is the art and science of helping adults learn.Within this framework, learning is more learner-centredand less-teacher centred

Pedagogy is the art and science of helping children tolearn.

Throughout childhood, learning is subject-centred.

References

http://www.slideshare.net/aniltdas/principles-of-human-growth-and-development?next_slideshow=1 The Four Stages of Learning - Process Coaching.

(2014). Retrieved fromhttps://www.processcoaching.com/component/content/article/45-articles/articles/91-the-four-stages-of-learning.html?Itemid=66 Multi Stage Theory. (2014). Retrieved from

http://ehlt.flinders.edu.au/education/DLiT/2004/18stages/multi_stage_theory.htm

52

http://www.slideshare.net/aniltdas/principles-of-human-growth-and-development?next_slideshow=1 The Four Stages of Learning - Process Coaching.

(2014). Retrieved fromhttps://www.processcoaching.com/component/content/article/45-articles/articles/91-the-four-stages-of-learning.html?Itemid=66 Multi Stage Theory. (2014). Retrieved from

http://ehlt.flinders.edu.au/education/DLiT/2004/18stages/multi_stage_theory.htm


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