Explain Different Stages Of Learning

Teaching and learning occurs throughout our daily lives due to formal and informal learning. In other words, learning is not limited to school hours only. In fact, children learn to speak their native language at a very young age before they start attending school. This type of learning is known informal learning. On the other hands, formal learning occurs when students begin attending school so as to learn new subjects.
New subjects at school may only be learnt if there is quality teaching. In order for a teacher to teach effectively, s/he needs to follow the following method consisting of: Stage 1: Planning
Before a teacher starts his/her lesson, the process listed above would have been already took place. During the first stage of this
This approach is different from the old approach as it is student-centred. In using a student-centred approach, one can notice that students will be more interested in the lesson leading to a lower rate of students’ disruptions. Moreover, by using this approach, the lesson content must be addressed by a different methodology than used before (by the old approach) as by this new approach, teaching, learning and assessment are done at the same time (as can be observed in figure 4). Figure 4: 'New' approach of learning

Stage 4: Resources
The fourth stage consists of adding various resources that can be used during the lessons so as to help students in understanding better the topic and also help the teacher ensures in getting a balance in the R.U.S.V. According to Bruner, student can be categorised into three types of learning – enactive dimension (students understand by the use of concrete examples), iconic dimension (students understand by the use of photo imagery, models and videos) and symbolic dimension (students understand the topic even by a symbolic meaning such as language). These learning modes can be observed in figure
The main aim of assessment is to seek evidence of students’ learning about the subject. There are two types of assessments:
1. Formative Assessment;
2. Summative Assessment.
Formative assessment is done throughout the year with no marking involved. This is because the aim of formative assessment is to seek continuous evidence of students’ learning. Due to this, teachers monitor their students throughout the lessons by asking them recall questions and encourage students to participate through discussions or by actively involving students to their own learning.
On the other hand, summative assessment includes marking. Most common summative assessments include examinations or writing an assignment.
Nowadays, assessments could be either formative, summative or a combination of both types. In addition to this, assessments can take various forms including doing class work and homework exercises, asking students to do a short research about a topic and then, produce and present it in a chart or a PowerPoint presentation, or help students discuss an issue related to the topics that are found in the curriculum or else ask students to do an easy model