Using the Four Stages of Learning to Assess, Set Goals, and Instruct

No two student learners are alike. In a newly published article for "TEACHING Exceptional Children," Dr. Bree Jimenez and her co-authors outline how learning research can support students with disabilities.

Thursday, Dec 09, 2021

A teacher works with students on art while outsideA new article published in the journal TEACHING Exceptional Children, and written by Dr. Bree Jimenez, an associate professor of special education, and her co-authors, is helping teachers and education professionals understand how they can utilize the four stages of learning to support students with disabilities and unique learning or support needs. 

Title: Using the Four Stages of Learning to Assess, Set Goals, and Instruct

Abstract: Teaching requires attention to individual student needs by providing both adequate challenge and sufficient support to help students successfully gain academic skills (Shurr et al., 2019). The learning stages framework divides typical learning into four distinct stages: acquisition, fluency, maintenance, and generalization (Collins, 2012; Haring & Eaton, 1978). Thinking in terms of the learning progression can help teachers assess student performance and determine how they can best be supported to progress. This article will lead readers through the process of using the four stages of learning as a framework for assessment (i.e., understanding where students are currently performing), goal setting (i.e., setting the instructional aim), and instruction (i.e., planning for and delivering instruction aligned to individual student needs) within the context of mathematics for students with a variety of disabilities and support needs.  

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