andragogical approach places the emphasis on the learner to take responsibility for the learning process. They can then ensure that they are learning in a way that suits them. This approach allows you to adapt your teaching approaches, activities and materials to suit each learner’s progress and development.
The Peter Principle
Peter and Hull (1969) devised the principle that people are promoted to their highest level of competence, after which, further promotion raises them to a level just beyond this and they become incompetent. This theory has been interpreted by different people over time, such as Noel Burch in the 1970s. The Peter Principle levels are as follows.
• Unconscious incompetence – you don’t know how to do something, but don’t know that you don’t know this. To reach the next level, you need to know what it is that you don’t know.
• Conscious incompetence – you know what you want to do, and start to appreciate the gap in your competence. To reach the next level, you need to know how to become competent.
• Conscious competence – you can do what you set out to do, but have to give it a lot of attention. Through repeated practice, you can reach the next level.
• Unconscious competence – you can perform a skill easily without giving it a great deal of thought. Once you achieve unconscious competence, you are at a level which suits your ability at the time.
If you are promoted or try something different, you might return to the first level and become unconsciously incompetent again. This is useful to know, as your learners may reach and stay at one of these levels, or reach the highest level and then return to a lower level due to further progression.
Example
Zoe has just started attending a course to learn how to use spreadsheets. She has previously only used a computer for emails and the internet. She doesn’t yet know how to use a spreadsheet or the functions it can perform – she is at the unconscious incompetence level. After learning how to set up a spreadsheet, she now wants to perform some calculations; she knows she wants to do this but doesn’t know how. This is the conscious incompetence level. Zoe soon learns how to perform calculations and does this at the conscious competence level. She isn’t quite at the unconscious competence level yet, where she can do it without thinking.
Domains of learning
Bloom (1956) stated that learning often goes through five stages, which should lead to a change in behaviour. These stages are:
• attention
• perception
• understanding
• short-/long-term memory
• change in behaviour.
Starting with gaining your learners’ attention, and progressing through the stages should ensure learning takes place, therefore leading to a change in behaviour. The stages relate to your learners’ thinking, emotions and actions which Bloom called domains of learning. These domains are known as cognitive, affective and psycho-motor. Think of cognitive as thinking, affective as emotions, and psycho-motor as actions.
When planning to deliver your subject, you will need to consider which domain you want to reach and how you can progress your learners through the five stages. It’s useful to know this when planning your session’s aim and objectives (covered in Chapter 4).
Extension activity
How will these theories affect the way you teach and assess your subject? Do you agree with them, or do you have your own theory of how learning takes place? Choose two of the theories which you feel are relevant and research them further, and/or use the weblinks at the end of this chapter to find out about others.
Self-assessment checklist
Do I know about the following?
If not, re-read this chapter, or research the texts and websites listed at the end.
□ The different environments in which learning can take place
□ Different room layouts and the impact they can have upon learning
□ How to manage the learning environment
□ Health and safety considerations in the learning environment
□ The age ranges and varieties of learners
□ What motivates learners
□ Different intrinsic and extrinsic motivation factors
□ Theories of motivation
□ The challenges a teacher faces
□ How to deal with disruptions
□ Learning preferences and styles
□ Different teaching and learning theories, principles and models
Summary
This chapter has explored the different factors which contribute to learning.
You should now be able to manage your sessions in a meaningful way, taking into account the different age ranges of learners, and the different locations where learning takes place. You should also know the theories of how learning takes place.
You might like to carry out further research by accessing the books and websites listed at the end of this chapter, particularly if you are working towards a higher level teaching qualification.
This chapter has covered the following topics:
• Teaching and learning environments
• Learner age ranges and modes of attendance
• Motivation
• Challenges
• Learning preferences and styles
• Teaching and learning theories, principles and models
References and further information
Aubrey, K. and Riley, A. (2016) Understanding and Using Educational Theories. London: SAGE.
Bates, B. (2016) Learning Theories Simplified. London: SAGE.
Bloom, B.S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: McKay.
Bruner, J.S. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
Caviglioli, O. (2004) Thinking Visually: Step-by-step Exercises That Promote Visual, Auditory and Kinaesthetic Learning. Baldock: Pembroke Publishing Ltd.
Coffield,
