Ok, without looking...what are the Four Levels of Understanding?
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Location: RSA
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A really great mentor of mine liked the following:
1) Unconcious incompetence
2) Concious incompetence
3) Concious competence
4) Unconcious competence
Think about it for a while- it says a lot about the way we learn act in various situations!
1) Unconcious incompetence
2) Concious incompetence
3) Concious competence
4) Unconcious competence
Think about it for a while- it says a lot about the way we learn act in various situations!
"Never heard of *that* before"
"Will I hafta know this for the exam?"
"Don't remember that question in the exam"
"Used to know it, but damned if I can remember it now."
"Will I hafta know this for the exam?"
"Don't remember that question in the exam"
"Used to know it, but damned if I can remember it now."
Not Good Airline Material
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Using the example of learning to play marbles,the child psychologist Piaget identified three seperate stages in the development of learning:-
1. Young children copy older ones by rolling marbles around, with similarly purposeful actions and mannerisms, without really knowing what they are up to, and gradually learning the elements of the game from other more experienced players.
2. They eventually learn a set of rules which enable them to co-operate with other players to play a "real" game. The rules of the game as they have been learned become "sacred an inviolable" at this stage. They become "masters of the game" and any suggestion of playing by any other rules for whatever reason is met with by various levels of resistance, from reasoned argument ("but that's not marbles") to tantrums. They may even eventually learn to accept alternative rules, perhaps in order to socialise with another group who happen play the game differently. They might revert to the original game at the earliest opportunity, or else become masters of the new game and forget the old one, or be equally happy to play both.
3. Perhaps after learning an alternative set of rules the child decides to combine the best of both to create a better game. Or perhaps that child, or a group of children decide to change one set of rules to suit different playing conditions, numbers of participants, new types of marbles, an accidental discovery, misunderstanding or incorrect application of the rules. They perhaps might engage in good old leaps of imagination : lets-see-what-happens-if-we-do this... The important part of this stage is that they become conscious of their own ability to develop and improve the rules to make alternative, more fun, complex and rewarding games. They become developers of the future game.
Some children have more difficulty with stage 3 than others. They are either unable or unwilling to consciously alter the rules, and may continue to be resistant to changes at the request of others.
Exams can only ever reliably asses level 2 learning.
Life and ones peers asses level 3.
1. Young children copy older ones by rolling marbles around, with similarly purposeful actions and mannerisms, without really knowing what they are up to, and gradually learning the elements of the game from other more experienced players.
2. They eventually learn a set of rules which enable them to co-operate with other players to play a "real" game. The rules of the game as they have been learned become "sacred an inviolable" at this stage. They become "masters of the game" and any suggestion of playing by any other rules for whatever reason is met with by various levels of resistance, from reasoned argument ("but that's not marbles") to tantrums. They may even eventually learn to accept alternative rules, perhaps in order to socialise with another group who happen play the game differently. They might revert to the original game at the earliest opportunity, or else become masters of the new game and forget the old one, or be equally happy to play both.
3. Perhaps after learning an alternative set of rules the child decides to combine the best of both to create a better game. Or perhaps that child, or a group of children decide to change one set of rules to suit different playing conditions, numbers of participants, new types of marbles, an accidental discovery, misunderstanding or incorrect application of the rules. They perhaps might engage in good old leaps of imagination : lets-see-what-happens-if-we-do this... The important part of this stage is that they become conscious of their own ability to develop and improve the rules to make alternative, more fun, complex and rewarding games. They become developers of the future game.
Some children have more difficulty with stage 3 than others. They are either unable or unwilling to consciously alter the rules, and may continue to be resistant to changes at the request of others.
Exams can only ever reliably asses level 2 learning.
Life and ones peers asses level 3.
