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Phases of
learning
(cont)
Phase of
learning
Exit goal(s)
Effective
teaching
strategies
(Haring, Lovitt, Eaton &
Hansen, 1978
cited
inWright)
Maintenance
Students
demonstrate their
The
student can:
The
teacher should:
ability
to
retain knowledge,
•
demonstrate
the
retention •
initially
provide
opportunities
for
skills
and
strategies, for
of
knowledge,
skills and
frequent
review
of
previously learned
example:
strategies with
accuracy
knowledge,
skills
and
strategies.
•
spell
an
irregular word
and fluency
The
need
for
review
reduces
over
time
acquired
in
a
previous
•
build
on
students’
knowledge,
skills
unit
of work
and
strategies
by
providing
varied and
•
use
a newly enhanced
increasingly
complex examples
communicative
act after
•
provide
for
the
practise
of
skills and
instruction
has been
strategies
in
context
(eg
practising
completed
wordrecognition when
reading text)
•
teach
students
strategies
to
aid
recall
(eg
spelling rules)
•
provide
opportunities
for
students to
reflect
on,
share
and
evaluate their
learning
•
provide
appropriate
feedback
to students
Generalisation
Students
learn
to apply
The
student can:
The
teacher should:
knowledge,
skills
and strategies
•
distinguish
between
•
provide multiple
and
varied examples
in
different
contexts
and in
similar
knowledge,
(Mastiopierri &
Scruggs 2002)
different ways,
for example:
strategies
and
skills
•
identify
conceptual
links
between
•
recognise highfrequency
•
use
knowledge,
skills
strands
(eg
how
the
recognition
of
words without assistance
and
strategies
in different
rhyme
assists with spelling)
when
reading
a
range
of texts
contexts
•
discuss
similarity
of
demands
of new
learning
and
previously acquired
•
use
pointing
to make
knowledge,
skills
and strategies
a
request
in
a
range
(Westwood 2004)
of settings
•
provide
opportunities
for
students
to use
knowledge,
skills
and
strategies
in
unfamiliar
contexts,
including
problem solving
•
provide
opportunities
for
students
to use
skills
and
strategies
in
everyday contexts
•
provide
opportunities
for
students to
apply
learning
to more
complex examples
•
provide
frequent
and
cumulative review
•
provide
appropriate
feedback
to students
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
21
Teaching
and
learning
cycle
English K–6