Learning Loop
Acquiring knowledge is described as a continuous process – or a series of loops. The Learning Loop consists of Perception, Translation, Performance and Feedback.
Perception
Information is processed and sorted in order for learners to understand what it all means and make decision on any action that needs to be taken. Perception comes from the senses:
Sight – the written word, pictures or demonstrations
Sound – talking, questions, music
Touch – fell, push, pull and balance
Smell – sniffing, danger (burning)
Taste – drinking, eating
We can help perception by using examples appropriate to the learners’ experience, imagery or key words or phrases, demonstrations, eliminating distractions, avoiding overload.
This is the information gathered by the perceptual mechanism and remembered because it is useful. It is passed onto the translation mechanism so that a plan of action can be formulated. It is then stored in the memory.
One of the most important factors which affects learning is whether learners understand what is required. We can help this stage by making the new skill as simple as possible, by using appropriate questions, using appropriate language, using the learners past experience, relating a new skill to something the learners already know, presenting the whole skills to help the learners see where part practices fit and giving time to clarify and interpret what is required.
Carrying out the skill can be helped by making good use of space – if your room is full with not much space between people then suggest doing the adult stretches in two sets eg calling every alternate person an lion or zebra suggesting the lions stretch first followed by zebras. Although lesson plans are given to follow as a teacher you will learn quickly that the settings week to week will change, and at times the planning needs to be adapted and changed around. This awareness will help to ensure the practice is realistic if half the babies are asleep and the rest feeding – you won’t have an audience and the parent/carers may feel uncomfortable and obliged to wake their baby or rush their feed. Instead make the decision to choose exercises that suit the majority of the group giving alternatives where necessary.
It is just as important to give feedback as it is to receive it. If performance is to improve it is vital to have feedback – both positive and negative. Take on board suggestions of the group as a whole as well as individuals. However, before introducing anything new or changing the balance or structure of the class lesson plans, always check with the whole group and if need be check the safety of the exercise with a professional in Kalma and any legislation before implementing.