Learning Methodology and its impact to Learning My initial visit for the higher studies to the States entails

the following: With no cooking background and less money in the pockets, I encountered my first international challenge to cook my own meals. I created my own recipes by opening the kitchen shelf and emptying what I find in the containers. But eh I developed an acquired taste to my own menu until my meal was tasted by my relatives. They provided the right recipes for the structure and explained how good food needs to be cooked. .. there is a methodology to any act in life. A proven methodology helps deliver a successful result. In my cooking, I absorbed the methodology to cook edible food by making mistakes and then cooking the right way after being educated. Learning is an ever evolving concept and if the methodology is ingrained in our little ones through schools and homes; would deliver a well rounded individual. Over the years, there have been diverse learnings delivered through a lot of learning methodology. My eyes caught two simple methodologies that have been existent over the years and easy to implement 5E Instructional methodology Four stages of competence matrix.

5E Instructional methodology:
This methodology originated in the 1970s clearly basing learning on experience basis. The methodadopts the constructivist approach to learning viz constructing new ideas on top of old ideas; so learningis learner centric and time for improvement is less. The following workflow captures the required.

ENGAGE, focuses on learners attention, stimulate their thinking, and access prior knowledge. EXPLORE, gives learners time to think, investigate/test/make decisions/problem solve, and collect information. EXPLAIN, allows learners to analyze their exploration. Learners understanding is clarified and modified through a reflective activity. ELABORATE, expands and solidifies learner thinking and/or applies it to a real-world situation. EVALUATE, allows the teacher to assess learner performance and/or understandings of concepts, skills, processes, and applications.

Conscious competency matrix model:

This explains the process and stages of learning a new skill for a student or adult. The learner goes through the following stages:

i.

Unconscious Incompetence
The Learner during this first phase: IS NOT aware of the existence or relevance of the skill area IS NOT aware of a particular deficiency in the area concerned MIGHT DENY the relevance or usefulness of the new skill MUST become conscious of their incompetence before development of the new skill or learning can begin The aim of the trainee or learner and the trainer or teacher is to move the person into the 'conscious competence' stage, by demonstrating the skill or ability and the benefit that it will bring to the person's effectiveness. The length of time an individual spends in this stage depends on the strength of the stimulus to learn.

ii.

Conscious Incompetence
The characteristics of the learner in this phase are: AWARE of the existence and relevance of the skill AWARE of their deficiency in this area, ideally by attempting or trying to use the skill REALIZES that by improving their skill or ability in this area their effectiveness will improve HAS A MEASURE of the extent of their deficiency in the relevant skill, and a measure of what level of skill is required for their own competence MAKES a commitment to learn and practice the new skill, and to move to the 'conscious competence' stage

iii.

Conscious Competence
The characteristics of the learner in this phase are: ACHIEVES the 'conscious competence' in a skill when they can perform it reliably at will NEEDS to concentrate and think in order to perform the skill PERFORM the skill without assistance WILL NOT PERFORM the skill unless thinking about it - the skill is not yet 'second nature' or 'automatic' DEMONSTRATE the skill to another, but is unlikely to be able to teach it well to another person The learner should ideally continue to practice the new skill, and if appropriate COMMIT to becoming 'unconsciously competent' at the new skill

iv.

Unconscious Competence
The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.