Name: Lindsay Ally P.

Odtohan

Eclectic Theory: 8 Phases of Learning

Eclectic theory is a learning theory that combines various approaches. It is

divided into eight phases of learning: motivation, comprehension, acquisition,
retention, recovery, generalization and transfer, performance and feedback
phase. These phases provide a framework, a guide to understanding how
individuals learn and acquire new knowledge and skills.

First Phase is the motivation phase which acts as the propeller of learning. It
can be affected by internal and external elements which provide individuals
with the necessary impulse to learn. In this case, a great example is a sudden
driving force for learning when an individual has great interest towards a
certain topic, they are more likely to be motivated to learn about it. When an
individual believes that this particular topic essentially aligns with their goals,
values and beliefs they are likely to be motivated about it. An external element
can also be significant, for instance rewards and recognition, it provides a
sense of incentives which creates positive impact and a driving force of
motivation.

Second phase is comprehension which is also called the phase of

understanding or what is known as selective perception. The information
received passes through a flow of attention and perception that enables
individuals to process and interpret the following information. For example
when studying, students are given the same topic and discussion however
they will interpret it differently based on their own selective perception. This
phase is crucial for effective communication. It ensures that the message has
been conveyed and been understood by the receiver in the intended way.

Third phase is the acquisition phase, it is the case when information, whether
images or words, enters the storage space of short-term memory, it is then
encoded and stored in long-term memory. During this phase, a reinforcement
is made in the strategies already acquired which means the coding of
information is easily digested in the long-term memory. When we encounter a
new set of information that is similar to what we have learned, the process of
encoding is much easier. This is because the brains are able to draw on
existing neural pathways and strategies to make sense of the new
information. In short, the brain has already stored the fundamental and basic
knowledge which allows us to expand and broaden our views and solidify our
understanding and retention of the information, making it easier to recall later
on.

Fourth phase is the retention phase, this case determines what kind of
information will pass from short-term memory to long term memory. This
information may be stored for an indefinite period or fade away little by little.
To further explain, the retention phase is the deciding factor based on the
significance and relevance of the information. If information is deemed
important it will be stored for an indefinite amount of time. on the other hand
if
an information is deemed irrelevant, it will gradually fade away. Note that
retention of information is not a passive princess but an active one. The brain
organizes and filters information, building connections between new
information and the existing knowledge.

The fifth phase is the recovery phase, which occurs when internal and
external stimuli encourage the rescue of information stored in long-term
memory. In this way, the coding process occurs again but in a search
method. As the name suggests, it involves a search for the information that
we are trying to recall and this search has various methods such as
recognition and recall. Recognition happens when we are presented with a
cue or prompt that helps us identify the information we are trying to retrieve.
Recall, on the other hand, requires us to retrieve the information without any
external cues or prompts. Note that the recovery phase is not always
successful, factors such as stress, fatigue and distraction can impact our
ability to retrieve information. However I believe that with practice and
repetition we can improve our ability to retrieve information from our long-
term memory.

The sixth phase is the generalization and transfer phase. In this phase the
student will be involved in different situations that allows him to put into
practice the acquired knowledge.It is vital that the student strives to effectively
retrieve the long-term memory information. the student must engage in
various activities that allow them to practice and apply what they have
learned. This could include role-playing, simulations, case studies, and
problem-solving activities. By doing this, the student is able to reinforce their
learning and make it more meaningful and applicable. It is important to note
that generalization and transfer are not automatic. The student must actively
work to apply their learning to new situations and contexts. This requires effort
and deliberate practice. However, with the right mindset and approach, the
student can develop the skills and knowledge necessary to effectively
generalize and transfer their learning to other areas of their life.

The seventh phase is the performance phase, based on the phase itself you
can tell that this focuses on verifying the degree of knowledge acquired by the
student. It is done based on behavior and responses that the individual
promotes a particular situation.This is a critical stage in the learning process
which means this will involve testing of skills and knowledge acquired, to be
closely observed and determined to which extent they have internalized the
information and can apply it in real life situation, This phase is often carried
out through assessments, such as quizzes, tests or practical exercises which
provide measure of student competence.

The last phase is the feedback phase, it reinforces the information and allows
the student to compare between the objective reached by the student and
original expectation. This phase will help the student understand where they
have gone wrong and assess which areas and how they can improve. With
this, students can become more independent learners, taking responsibility for
their own learning and constantly seeking improvement which leads to more
effective learning outcomes. The feedback can be provided by themselves,
tutor and teachers, through analysis of their own work.