Dynamic Learning Circle

by Carmen Willings
​teachingvisuallyimpaired.com
Updated June 18, 2025
The Dynamic Learning Circle, developed by Dr. Lilli Nielsen, offers a powerful framework for observing how a learner interacts with their environment and progresses through stages of engagement. This model is especially useful when working with individuals who have visual impairments and/or multiple disabilities. By identifying which stage a student is in, educators and caregivers can better understand the learner’s current level of engagement, provide the right amount of challenge, and support meaningful participation.
​👉 For a detailed description and resources, visit Active Learning Space.

​Stage 1: Aware and Interested

At this early stage, the learner becomes aware of and interested in:
  • Their own motor movements and sensory input
  • Objects in the environment
  • The presence and actions of other people
Observation Tips:
  • Students may show small physical responses (e.g., finger twitching, head turning, stillness when something touches them)
  • May track a sound, freeze when touched, or vocalize spontaneously
How to Support:
  • Gently introduce objects by allowing them to touch the student’s body lightly—do not use hand-over-hand, as it can lead to passive rather than active participation
  • Use familiar and interesting textures or sounds
  • Provide ample wait time for the student to respond, process, and engage
  • Create consistent sensory routines using smell, vibration, or temperature change to build anticipation

​Stage 2 Curious and Active

Here, the student becomes more engaged and intentional, showing curiosity and repeating actions that seem to produce an effect. They may begin to experiment and initiate interaction.
Signs of This Stage:
  • Pushing, banging, grasping, mouthing, shaking, swiping
  • Actively exploring objects in different ways (e.g., slapping a bell to hear the sound)
  • Beginning to imitate simple movements or gestures
  • Reacting to the actions or communications of others
How to Support:
  • Provide a variety of materials that make noise, vibrate, or provide tactile feedback
  • Allow access to objects in different positions: prone, supine, side-lying, seated, or upright
  • Reinforce and celebrate repeated or experimental movements
  • Respond with verbal or gestural modeling (e.g., mirroring their actions or naming what they do)

​Stage 3 Learning Completed or Habituation

At this stage, the learner has mastered a specific action or interaction. The activity becomes part of their everyday behavior—it no longer presents a challenge.
Indicators:
  • The student performs the action regularly and predictably
  • There's a noticeable drop in curiosity or variability
  • They may lose interest or stop engaging with the item
How to Support:
  • Allow the student to practice and enjoy repetition, which is still valuable
  • Avoid rushing into new materials until the student shows signs of boredom or disengagement
  • Use this time to observe emerging preferences or readiness for something more complex

​Stage 4 Ready for New Challenges

Now the learner is ready for something new! They benefit from fresh materials, interactions, and problem-solving opportunities that align with their developmental level.
What This Looks Like:
  • The student shows boredom or disinterest in mastered items
  • They begin seeking new ways to interact or show frustration with repetition
  • There's evidence of emerging skills, such as more precise movements or greater control
How to Support:
  • Rotate in new objects, vary textures, and introduce interactive cause-and-effect materials
  • Model new behaviors or uses of materials
  • Provide social interactions or communicative routines (e.g., turn-taking, imitation games)
  • Offer opportunities to combine skills (e.g., pressing and releasing a button to activate music)

​Why It Matters

The Dynamic Learning Circle helps:
  • Identify appropriate timing for introducing new materials
  • Prevent overstimulation or boredom
  • Guide IEP planning, particularly for students with significant support needs
  • Support developmentally appropriate progress in sensory, motor, and cognitive domains

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