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1. Stages in Learning, Physical
Environment and Well Being
Skill
PREPARED BY: Ms. SABA

2. LEARNING OBJECTIVES
• Discuss the stages in learning.
• Discuss the impact of physical environment
and emotional wellbeing on learning.
• Relate the humanistic, dialectical learning
theories with physical and emotional
wellbeing.
• Apply the learning strategies according to the
stage of learning.

3. Terms to know
• Learning:
The process in which changes occur in
knowledge, skills and behavior as a result of
experience.
• Active Learning:
The process where by students engage in
activities, such as reading, writing, discussion, or
problem solving that promote analysis,
synthesis, and evaluation of class content.

4. Cont.
• Emotional Health - A state of emotional and
psychological well-being in which the
individual is able to cope with the normal
stresses of life, work productively, and to
make a contribution to his or her community.
• Cognition is the set of all mental abilities
related to attention, memory, evaluation,
reasoning, problem solving, decision making &
computation, etc.

5. Dialectical Method of Learning
• Learning that occurs through discussion
between two or more people.
• Dialectical method of learning allows adult
learners to exchange their ideas, concepts,
personal and professional experiences.

6. Competence Model
• The Stages of Competence model was
introduced by Noel Burch in the 1970s.
• Similar to the Situational Leadership model,
learners in the Stages of Competence model
fall into 1 of 4 stages: unconscious
incompetence, conscious incompetence,
conscious competence, or unconscious
competence.

7. Competency model stages of learning

8. STAGE – 01
• Unconscious Incompetence Lacking
knowledge, skill and ability without conscious
awareness .We do not know what we do not
know. In this stage:
• We have little experience or skill .We are
unaware of a deficiency in the subject/skill.
• We must become conscious of our
incompetence before learning can begin and
the new skill develop.

9. Cont.
• We realize that by improving our skill or ability
in this area our effectiveness will improve. We
must make a commitment to learn and
practice the new skill, and to move to the
‘conscious competence’ stage.

10. STAGE – 02
• Conscious incompetence as our awareness
evolves into this stage, we begin to realize
how little we know.
• I know what I don’t know.
• In this stage, Awareness of a lack in
knowledge, skill and ability

11. STAGE-03
• Conscious Competence Deliberate application
of knowledge, Skill and ability.
• In this stage: – Our confidence increases with
our ability – We need to concentrate and think
in order to perform the skill. – We can
perform the skill without assistance – We
realize how much we have learned.

12. STAGE-04
• Unconscious competence application of
knowledge, skill and ability without conscious
awareness.
• In this stage, Our confidence and ability have
peaked
• We no longer have to concentrate on what we
know/do.

13. Cont.
• We blend the skills together and they become
habits.
• This is the stage when the skill becomes
almost a habit, we are able to be successful
without concentration and our conscious
mind is free to take on other things.

14. Developmental Stages
• An individual’s developmental stage
significantly influences the ability to learn.
• Three different orientations to learning are
Pedagogy - is the teaching of children, or
dependent personalities.
Andragogy - is the facilitation learning for
adults, who are self-directed learners.

15. Cont.
Geragogy - refers to the management of
teaching and learning for older adults and has
become a well-known term applied to
teaching and learning in later life.
• To meet the health related educational needs
of learners, a developmental approach must
be used---- physical, cognitive, and
psychosocial maturation must be taken into
account in each developmental period.

16. Impact of physical environment and
emotional wellbeing on learning
• The physical environment has a powerful
influence on the learning experience, which
may be either positive or negative, depending
on the architecture and design of a building,
and the effect it has on its occupants.
• The design of any building, how it evolves and
how it is furnished and maintained, are key
features when addressing both the physical
and emotional well-being of its occupants.

17. Cont.
• This principle can be applied to all areas of life
– where we live and spend most of our time,
studies, work, home life, has a significant
influence on our health and well-being.
• The physical and social environment in which
staff and students spend a high proportion of
every weekday may have profound effects on
their physical, emotional and mental health,
as well as affecting their attainment.

18. Environments Conducive to Learning
• The environment can create, promote, or detract
from a state of learning receptivity.
• Physical characteristics: – Accessibility and
availability of human and material resources. –
Different types of behavioral rewards influence
the motivational level.
• Pleasant, comfortable, and adaptable
individualized surroundings can promote a state
of readiness to learn.
• Conversely, noise, confusion, interruptions, and
lack of privacy can interfere with learning.

19. Cont.
• Physically arrangement- distractions free and
facilitates teacher-student interaction.
• Create a climate in which students feel they
belong intrinsic motivation to learn.
• Set reasonable limits for behavior.
• Plan activities that encourage on-task
behavior.
• Learners and context oriented instructional
strategies.

20. Role of physical and emotional health in
learning
• Physical health: A state of physical wellbeing
in which a person is physically fit to perform
their daily activities without restrictions.
• Emotional Health: The sense of wellbeing that
enables a person to have cognitive and
emotional capabilities to function in society
and meets the demands of everyday life.

21. Cont.
An emotionally healthy person is:
• Open minded
• Open hearted
• Assertive
• Proactive
• Expresses emotions appropriately
• Role of physical and emotional health in
learning

22. Didactic method
• This is an Instructive method that provides
students with the required theoretical
knowledge.
• It is an effective method used to teach
students who are unable to organize their
work and depend on the teachers for
instructions. It is also used to teach basic skills
of reading and writing.
• The teacher or the literate is the source of
knowledge and the knowledge is transmitted
to the students through didactic method.

23. Dialectical theory: Constructive
• The dialectical constructivist theory believes
that teaching should offer learners conductive
and specific practices so that they can
structure their own questions, and build their
own models and problem-solving strategies.
(Harris and Graham, 1994)

24. Cont.
• Dialectical Method of Learning:
• Learning that occurs through discussion
between two or more people.
• Dialectical method of learning allows adult
learners to exchange their ideas, concepts,
personal and professional experiences

25. Factors Affecting Learning
• There are many factors that influence learning
including ability, motivation and desire to
learn. Let’s categorize these factors as follow.
• Environmental Factors - Temperature, Light,
Noise, Silence, Design, etc.
• Emotional Factors – Motivation , Attention,
likes and dislikes, responsibility, fear and
anxiety
• Social Factors- Self, peers, and team

26. Cont.
• Physiological Factors - Perceptual (learning
style), Intake (food, drink), Time, Mobility, etc.
• Cognitive Factors - refer to characteristics of
the person that affect performance and
learning. These factors serve to modulate
performance such that it may improve or
decline. These factors involve cognitive
functions like attention, memory, and
reasoning

27. Four Orientations to Learning
• Behaviorism " Focuses on observable
behavior”.
• Cognitivism " Includes what is occurring
within the brain”.
• Humanism " Embraces personal growth and
development”.
• Social and Situational " Embraces the
importance of context”.