Lately I have been thinking about how flipped learning, mastery learning, and competency based learning (CBL) intersect. I believe that implementing a Flipped Mastery approach is a practical way to personalize learning for each kid. I, along with Aaron Sams, pioneered this model in our high school science classes in 2008 and it was the single best thing I ever did as a teacher. In my twenty four years as a classroom teacher I saw many trends and fads come and go, but when I gave students more control over their learning and allowed them to learn at a flexible pace my world was rocked.
Mastery learning is not a complex idea. In a mastery learning environment, students are expected to learn certain objectives, or competencies, and then they progress when they learn the competency.
While flying from Houston to Chicago I had the privilege of sitting next to Dr. Ara Vaporciyan, a cardiovascular surgeon in Houston who trains future surgeons. Ara was reading a book about learning and we struck up a conversation. Our flight was delayed and then we were asked to disembark, and then we got a new plane. And what should have been a 2 ½ hour plane ride turned into five hours. During that conversation he introduced me to the Four Stages of Competence Model which. During that conversation, Ara shared with me the Four Stages of Competence model developed in the corporate training world. The model is generally attributed to Noel Burch from Gordon Training International in the 1970’s, though there is some conflict about who first originated the idea. It is my hope that this model should become part of the conversation in the Kindergarten through Higher Education World.
The Four Stages of Competence (Mastery)
One way to summarize the four stages is to think about the process of learning to drive:
|Stage 1: Unconsciously Incompetent||Non-driver|
|Stage 2: Consciously Incompetent||Beginner|
|Stage 3: Consciously Competent||Just Passed the Driving Test|
|Stage 4: Unconsciously Competent||Driver who gets to work without remembering the drive*|
*This analogy comes from Alan Chapman
Stage 1: Unconsciously Incompetent
In this stage learners don’t know what they don’t know. During this stage it is the job of the teacher to get
learners to understand that they need to learn a specific skill or objective. Learners need to know why they should learn something. To use the driving analogy: Somebody has to want to learn how to drive before they enter into the journey of driving.
Stage 2: Consciously Incompetent
In this stage the learner is aware that they need to learn something. They know they are weak and need to learn. One of the reasons that much teaching fails is that many teachers assume their learners are at Stage 2 when in fact they are in Stage 1. I have seen this mistake in technology training of teachers. For too many years we have been showing teachers how to use technology and not telling them why they should use technology in learning. We have assumed they were in stage two when in fact they were still in stage one. This also happens with students. We have shown them why learning some concept is important and we jump to stage 2 too quickly. Back to our driver example: The learner is just learning where the pedals are, what they do, the rules of the road, and they are overwhelmed with the task of driving.
Stage 3: Consciously Competent
In this stage the learner understands the objective or can perform the selected skill, but it requires great concentration. Learners may still need a guided practice and the help. In this stage, learners can fall into the trap where they think they know how to do something but because they either have not practiced enough, or have some underlying gaps in their learning, they can make mistakes. In our driving analogy, the new driver can think they are really good and in fact can often be a danger on the road. Sadly, many new drivers are a hazard on the roads.
Stage 4: Unconsciously Competent
In this last stage, the learner has practiced the objective or skill and can do it almost automatically. The learning has become hard-wired into the person. My guess is that most of you reading this post drive to work and you are at stage 4. You went through the process and you don’t have to think about how to drive at all.
The Danger of Stage Four Learners and the need for a Fifth Stage
Their is a danger for educators if they are Stage 4 learners. The danger is that they understand the concept or skill so well that they have a hard time helping new learners move through the stages. Not every expert makes a good teacher. I remember a specific Physical Chemistry professor I had who was a well known researcher and yet he really struggled with communicating the basics with his students. My classmates and I needed somebody who could enter into our minds and help us move through the stages.
The Fifth Stage: Master Teacher
Thus, the fifth stage is the master teacher. Some have called this stage Reflective Competence. This person recognizes which stage each learner is in and is able to help each learner move from stage one to stage four.The master teacher is able to personalize learning for each student.
I feel that this model has significant implications for K-16 learning. We fall into the two traps mentioned above. We assume that students are in stage 2 when if fact we have not done the hard work of giving students the why of learning. And the other mistake we make is that since we have become masters at our topics and are stage four learners, we fail to enter into the messiness of learning where students who are at varying stages.
What are your thoughts? How does the competence model help you to understand your students, your staff, or your own learning? Please comment below.
If you would like to learn more about the Four Stages of Competence model the best article I found was written by Allan Chapman and can be found here. You may also want to read a good summary on the Wikipedia page.