A LEARNING CYCLE

 A LEARNING CYCLE

INSTUCTION STRATEGIES

The learning cycle instructional model provides a roadmap through the teaching experience.

• It really doesn't lock the teacher into one instructional strategy, but opens the teaching episode to the use of cooperative learning, guided inquiry, and the use of technology.

• These models allow for different forms of interaction between teacher and learners and provide time and opportunities for learners to meet the instructional goals for the lesson.

The learning cycle rests on constructivism as its theoretical foundation.

"Constructivism is a dynamic and interactive model of how humans learn"(Bybee, 1997).

• A constructivist perspective assumes students must be actively involved in

their learning and concepts are not transmitted from teacher to student but constructed by the

student.

• Teachers can make learning meaningful when they employ activities that call on students to use their prior knowledge and experiences to construct their own frames of thought (Johnson,1996)

 

What is the Learning Cycle?

          The learning cycle is a sequential process for both learning and instruction. It places focus on a series of steps that encourage a more thorough understanding and a deeper application of content. It also pushes students toward inquiry and discovery in their learning. The learning cycle gives teachers a process for instruction while giving students a formula for learning.

        While several variations have been developed over the years, the original learning cycle was created based on ideas Swiss psychologist Jean Piaget had in regards to how children learn. Piaget's goal was to match content mastery with a student's cognitive development process.

       Robert Karplus and his colleagues proposed and used an instructional model based on the work of piaget. This became known as the “learning cycle”

       Karplus (1962) and others, developed the original Learning Cycle. Karplusbelieved that textbook-based science teaching alone did not give students at any age the integration of conceptual understanding the process skills that he called "scientific reasoning." This integration, he suggested, is necessary both to become a scientist and to understand science as a citizen.

         His contributions to science education were based on his growing understanding in 3 areas: children's cognitive learning strategies and levels, varied conceptual organizations of science; and a learning cycle, guided-discovery system to make that complex of concepts and process, referred to as scientific reasoning, available to students of varying ages and levels of expertise.

          Beginning with the "Elementary School Science Project (ESSP)," continuing with early 1960s science projects in several states, and culminating with the 10 year, NSF-funded Science Curriculum Improvement Study (SCIS) at the Lawrence Hall of Science, Karplus expanded his activities and contribution in science education.

His learning cycle is 3-pronged:

1. Exploration: pupils learn through their own actions and reactions with minimum guidance. The learners are expected to raise questions they can't answer with their present ideas or reasoning patterns.

2. Concept Invention: the concept is introduced and explained with help from teacher.

3. Concept application: the concept is applied to new situations and its range of applicability is extended.

       Learning is achieved by repetition and practice so that new ideas and ways of thinking have time to stabilize.

 

THE 5E LEARNING CYCLE

                      

                                                           

           The 5e learning cycle is an instructional design model that defines a learning sequence based on the on the experiential learning philosophy of John Dewey and the experiential learning cycle proposed by David Kolb. Attributed Roger Bybee of the Biological Science Curriculum Study (BSCS), the model presents a framework for constructivist learning theories and can be effectively used in teaching science.

1.     Engage:

         Here the task is introduced. Connections to past learning and experience can be invoked. A demonstration of an event, the presentation of a phenomenon or problem or asking pointed questions can be used to focus the learners' attention on the tasks that will follow. The goal is to spark their interest and involvement.

2.     Explore:

            Learners should take part in activities that allow them to work with materials that give them a 'hands on' experience of the phenomena being observed. Simulations or models whose parameter can be manipulated by learners, so that they can build relevant experiences of the phenomena, can be provided. Questioning, sharing and communication with other learners should be encouraged during this stage. The teacher facilitates the process.

3.     Explain:

       The focus at this stage is on analysis. The learner is encouraged to put observations, questions, hypotheses and experiences from the previous stages into language. Communication between learners and learner groups can spur the process. The instructor may choose to introduce explanations, definitions, mediate discussions or simply facilitate by helping learners find the words needed.

4.     Elaborate/Extend

        Using the understanding gained in the previous stages, now learners should be encouraged build and expand upon it. Inferences, deductions, and hypotheses can be applied to similar or real-world situations. Varied examples and applications of concepts learnt strengthen mental models and provide further insight and understanding.

5.     Evaluate

         Evaluation should be ongoing and should occur at all stages, in order to determine that learning objectives have been met and misconceptions avoided. Any number of rubrics, checklists, interviews, observation or other evaluation tools can be used. If interest in a particular aspect or concept is shown, further inquiry should be encouraged and a new cycle can begin that builds upon the previous one. Inquiries may branch off and inspire new cycles, repeating the process in a spiraling fractal of interrelated concepts, where instruction is both structured and yet open to investigation.

General Schemata for Most Learning Cycles

1.       Become aware of their prior knowledge.

2.       Foster co-operative leaning and a safe positive learning environment.

3.       Compare new alternatives to their prior. knowledge.

4.        Connect into what they already know.

5.       Construct their own new knowledge

6.        Apply the new knowledge in the ways that are different from the situation in which it was learned

Why use a learning cycle?

Ø  Students are more aware of their own reasoning

Ø  They recognize shortcomings of their conceptions as a result of being encouraged to try them out.

Ø  Can apply procedures.

Ø  Can search more effectively for new patterns.

Ø  Can apply what they learn more often in new settings.

Classroom Instruction Strategies

A successful classroom would include the following instructional strategies:

Ø Creating the Right Classroom Climate

Ø Your Classroom Plan

Ø Organizing your Classroom

Ø Developing Routines and. Procedures

Ø Assigning and managing work assignments

Ø Preparing for instruction

Ø Managing behaviour

Ø Keeping it, all going

 

         The first instructional strategies would be creating the right classroom climate.

This is to assure that your students feel safe, secure and are engaged with their own learning. Learning decreases when students feel- threatened or unchallenged (Marzano, et al, 1992). Have discussions with your students on how to maintain the right climate for your classroom. Have them help formulate the way they want the classroom to run and they will help you enforce everyone's expectations.

        The second instructional strategy would be your classroom plan. This will help you foster student involvement-and cooperation in your classroom activities and will help establish a productive working environment. To establish a productive working environment, make your room stimulating and inviting. Classroom displays and arrangements must be actional and inviting. Your students will be more than happy to be in on the decision-making process of how to make your classroom learner friendly.

         The third instructional strategy would involve organizing your classroom. You will need to create room arrangements that allow for activities that require movement.