1. 1. Unconscious Incompetence
   1. A.
      1. Topic
      2. 1.
         1. The student, in their first class in the college does not understand or know, how to do something and does not necessarily recognize the advantage of being able to do it
      3. 2.
         1. They may deny the usefulness of the skill simply because they don’t understand it. They may not want to admit to, or have others believe that they do not understand it
      4. 3.
         1. The student must recognise their own incompetence, and the value of the new skill, before the teacher moves them on to the next stage
      5. 4.
         1. The length of time an individual spends in this stage depends on the strength of the stimulus to learn
      6. 5.
         1. The stimulus must come from the teacher through the manner in which they persuade the learner of the importance of the new skill. As a good salesman the teacher must leave the student believing they MUST have this knowledge or skill
2. 2. Conscious Incompetence
   1. B.
      1. Topic
      2. 6.
         1. Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit
      3. 7.
         1. The making of mistakes can be integral to the learning process at this stage.
3. 4. Unconscious Competence
   1. D.
      1. Topic
      2. 10.
         1. The student has had so much practice with the new skill that it has become "second nature" and can be performed easily
      3. 11.
         1. As a result, the skill can be performed while executing another task
      4. 12.
         1. The individual may be able to teach it to others, depending upon how and when it was learned
      5. 13.
         1. Example of Headers & Footers. This is teaching: templates, page numbering, electronic filing, creating files and folders, using the 'Z' drive instead of USB drives and once taught is passed round the class and peer taught
            1. headers & Footers.docx
      6. 00.
         1. Subtopic
4. 3. Conscious Competence
   1. C.
      1. Topic
      2. 8.
         1. The student understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration.
      3. 9.
         1. The knowledge may be broken down into steps, and there is heavy conscious involvement in executing the new skill