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

• Published in: Teaching exceptional children Vol. 56; no. 6; pp. 452 - 461
• Main Authors: Jimenez, Bree, Root, Jenny, Shurr, Jordan, Bouck, Emily C.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2024; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Educational evaluation; Educational objectives; Exceptional children; Goal Orientation; Student Needs; Students with disabilities; Teaching methods
• ISSN: 0040-0599; 2163-5684
• DOI: 10.1177/00400599211054873

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.