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Gaining Attention (Reception) Apply: At the beginning of my lesson I might gain the attention of the students using classroom management techniques. By raising the volume of your voice, gesturing or showing a short video on the topic of instruction are many ways in which help capture the learners attention, or using any other event that brings the period of "waiting for the lesson to start" to an end.

• Level 2: Informing Learners of the Objective (Expectancy) Apply: Explain to your team what they will have learnt by the end of the session. Then, explain how their learning is going to benefit them, and the organization. This will come under the Learning Objectives, Aims and Outcomes of the lesson. In most cases these will be written or placed on the board at the start of the lesson and referred back to throughout the lesson. This should help to keep them motivated and on Task as well as more receptive to your training.
  • Level 3: Stimulating Recall of Prior Learning (Retrieval) Apply: Review any previous learning that you've done with your team, and apply it to what they're learning now. Also, ask your team if they have any previous experiences with the topic, then make connections between what they are learning, and their previous learning. In Art and Design it’s important to develop these skills further independently as well as ensuring the learners are producing samples and portfolios correctly.
  • Level 4: Presenting the Stimulus (Selective Perception). Apply: Organize your information in a logical and easy-to-understand manner. Try to use a variety of different media and styles (such as visual cues, verbal instruction, and active learning) to suit people with different learning styles.
    • Level 5: Providing Learning Guidance (Semantic Encoding) Apply: Help your team learn more effectively by including examples, Artists, designers, previous learners work
      • Level 6: Eliciting Performance (Responding) Apply: If you've taught a new process or skill, ask your people to demonstrate how to use it (role playing exercises can be useful for this). If you've taught new information, ask questions so that they can show their knowledge. In art and design practical demonstrations always work the best especially for visual learners and kinaesthetic learners. Asking them to produce something on a sewing machine correctly shows how they have learnt, or asking them to develop prints using Photoshop. These are all ways in which this stage is important element to the cycle.
        • Level 7: Providing Feedback (Reinforcement) Apply: You have now taught them all a new technique; however you have noticed that some of the stronger learners are producing higher quality samples than other learners. One to one helps you to speak directly to the learners giving them feedback in ways in which they can improve. Some of the higher learners may also need feedback, just because they have finished doesn’t mean that the samples are always of high quality, there is always more that they can produce and develop. Level 7: Providing Feedback (Reinforcement)
          • Level 8: Assessing Performance (Retrieval) Apply: Tests, short questionnaires, or even essays can be good ways of testing your team's new knowledge. However in Art and Design, controlled assessments are put in place and Portfolios are used to demonstrate what they have learnt.
            • Level 9: Enhancing Retention and Transfer (Generalization) Apply: Repeated practice is the best way to ensure that people retain information and use it effectively. Make sure they are encouraged to continue ways in which they can develop their samples using these techniques.