5. Practice

Learning through practice enables the learner to adapt their actions to the task goal, and use the feedback to improve their next action. Feedback may come from self- reflection, from peers, from the teacher, or from the activity itself, if it shows them how to improve the result of their action in relation to the goal.

In this learning type, learning takes place when the educator designs an activity/exercise for the students to apply their understanding of the concepts to achieve a task goal. The focus is mostly on students working alone. Learning through Practice is a vital part of the learning experience as it encourages students to adapt their conceptual understanding to the task, then reflect on their performance and modulate their understanding. It is also referred to as "learning by doing" or "learning through experience". In this learning type, learners are self-reliant as they have sufficient skills/resources to be able to learn without the educators' extrinsic feedback (or coaching).

The essence of Learning through Practice is: 

• Goal-oriented – because this provides the motivation to generate an action, and defines for the learner what counts as successful action;
• Goal-oriented action – because achieving the goal is what motivates the learner to use their concept to modulate their practice and generate the action;
• Feedback – because this enables the learner to improve their action, by modulating their practice repertoire according to how effective their action was;
• Meaningful feedback – because the learner must be able to interpret the feedback to modulate their practice and their current concept;
• Revision of action – because this is what motivates the modulate– generate cycle.