Take Responsibility for Learning Performance Continuum

Performance Level 1

How adults at Level 1 Take Responsibility for Learning:
  • Establish learning goals that are based on an understanding of one's own current and future learning needs.
  • Identify own strengths and weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
  • Become familiar with a range of learning strategies to acquire or retain knowledge.
  • Identify and use strategies appropriate to goals, task, context, and the resources available for learning.
  • Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals.
  • Test out new learning in real-life applications.

Level 1 Indicators

Use Key Knowledge, Skills, and Strategies Adults performing at Level 1 can:
  • Identify current and future learning needs, and communicate a specific and attainable learning goal based on those needs.
  • Recall prior experiences to identify a few, but general and not comprehensive, learning strengths and weaknesses; identify a gap in knowledge related to the learning goal; and identify a basic learning opportunity appropriate to the strengths and goal.
  • Select and use a few simple learning strategies (such as simple recall of limited prior knowledge and simple recall/repetition of limited new information through creating and remembering a simple list in correct serial order; simple questioning; copying from models; and asking for help) and basic sources of information (such as suggestions or models of others) that are appropriate to the task context/conditions, individual goal, preferred learning style, and available resources in order to acquire and retain knowledge; and apply new learning to address the learning goal.
  • Monitor progress toward achieving learning goal with very basic strategies such as following written or oral instructions, and adjust learning strategies or other features of the learning context as necessary.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 1 can Take Responsibility for Learning, slowly (or with inappropriate speed), hesitantly, sporadically and with great difficulty, and supported by significant guidance, assistance and prompting, to accomplish very simple, highly structured and externally scaffolded tasks with a few well-defined steps that require minimal prediction or judgment, in a single comfortable and familiar setting.

Level 1 Examples of Proficient Performance

Adults performing at Level 1 can Take Responsibility for Learning to accomplish a variety of goals, such as:
  • Learn some math-related English words in order to better understand and solve simple word problems.
  • Learn about and use the process for correctly completing simple timesheets at work.

To see a Word version of the performance continuum, click here.

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