Five Stages of Learning

1. Acquisition StageThe goal of instruction during this stage is accuracy.

The student is beginning to learn a new skill or concept.
Students will learn effectively through learning trials, in which the teacher:
(a) models how to perform the skill;
(b) prompts the student to perform the skill; and
(c) provides immediate performance feedback, praise, and encouragement for effort
Students will require multiple opportunities to perfect and practice the skill
When guiding students to learn a specific piece of information, teachers must remember to
teach from the known to the unknown (build on prior knowledge).
Consider hands-on, manipulative, and multi-sensory activities.
Make connections: Why should students care? How does this matter to their lives?
Ask lots of questions to increase student thinking: Why is this skill/concept important? How is
this connected to previous lessons?
Utilize a variety of examples to show how the skill functions in different scenarios.

2. Proficiency StageThe goal of instruction during this stage is mastery and deeper
understanding.
The student has learned most of the skill, but has not mastered it yet. The student may be at
risk of losing proficiency in the target skill through lapses in
use. The student takes time to perform the learning task.
Have students overlearn the target skill to ensure its
retention even after long periods of time.
Utilize continued and consistent practice as an effective
method to promote fluency.
Provide feedback on fluency and accuracy of performance
as well as praise and encouragement for increased fluency
The goal of this stage is automaticity
Use strategies such as positive reinforcement, self-
management, and challenges to motivate students.
3. Maintenance StageThe goal of instruction during this stage is retention of knowledge,
skill, and behavior.
The student has become fluent in the target skill but will engage in it only for brief periods of
time. Because of this, it is important that students have mastered the skill long-term.
Constant review and revisiting is necessary for the skill to eventually make it into long-term
memory. Structure academic tasks to require students to use the target skill regularly in
assignments
Encourage students to participate in group work (social
reinforcement), self-management, and a review routine.
Use homework as a strategy for students to practice the skill
alone.

4. Generalization StageThe goal of instruction during this stage is implementation of the skill
or behavior across settings, individuals, and/or time
At the beginning of this stage, the student is accurate and fluent in using the target skill.
However, the student may struggle in identifying when to employ the skill and confuse the
target skill with similar skills.
Motivate students to apply the skill in the widest possible range of appropriate settings and
situations. Connect the information to the world around them.
Promote the generalization of skills by identifying the types of situations in which the student
can apply the target skill
Create lessons in which students can generalize the target skill through interacting with a range
of people, working with varied materials, and visiting different settings.
Provide a rationale for extending skills to other situations
Encourage peer collaboration, communicate with parents, and schedule field trips

5. Adaptation StageThe goal of instruction during this stage is application of the knowledge,
skills, or behavior to new situations
The student is fluent and accurate in the skill and is able to apply it in novel situations.
However, the student may have trouble modifying the skill to fit into the new situations.
Help students articulate the big ideas and demonstrate how to modify the skills to new tasks
and situations
Provide opportunities for students to practice the target skill with modest modifications
Encourage students to set their own goals for adapting the skill to new and challenging
situations
Have students complete reflections as a way to observe progress and achievement.

Sources:
http://www.jimwrightonline.com/mixed_files/lansing_IL/
_Lansing_IL_Aug_2013/5_instructional_hierarchy_revised.pdf
http://www.interventioncentral.org/academic-interventions/general-academic/instructional-
hierarchy-linking-stages-learning-effective-in