The Learning Cycle (Constructivism and Lesson

Design)

Text Chapter 6 Course Packet pages 87-95

The Learning Cycle

Chapter 6

Link to prior Knowledge

(Review)(Anticipatory

Set) 271-280

Objective or Purpose

(Introduction)281-282

Presentation(Teacher

Input)282-293

Constructivism261-270

Teacher’s Role270

Learner Response(Guided Practice)293-304

Functional Application (Independent

Practice)304-308

Closure or Summary

Constructivism

The process by which children acquire and organize information

Associated with theorists: Piaget and Vygotsky

Children develop intelligence not by being told, but by building their own understandings

Piaget Schemata gradually become more complex Happens through a sequence of adaptation

1. Assimilation 2. Disequilibrium 3. Accommodation

Motivation comes from children’s drive to either assimilate into or accommodate schemata in response to new experiences in their environment

Constructivist Learning A problem-solving process by which

learners are intrinsically driven to construct meaning from a new learning challenge

Happens when the learner’s experiences are triggered or activated by the challenge of a new learning situation

Teacher’s role is to create challenging situations for learners

Cognitive vs. Social Constructivism

Cognitive The idea that learning occurs

within each individual learner

Social The idea that learning occurs when

people work together to make sense out of their world

Social Constructivism

Centers on positive adult-student and student-student relationships

Teachers make available absorbing materials and intriguing situations

Teachers engage students in activities and provide some sort of systematized instruction and intervention

Vygotsky Believed that humans are different from

animals because they make and use tools (physical and mental)

Humans pass on knowledge and skills through language during verbal interactions

Zones of Development Zone of Actual Development: learning tasks

are completed individually with no assistance Zone of Proximal Development: learning

tasks are completed with just the right amount of assistance

Scaffolding

When teachers offer just the right amount of help for students as they attempt to bridge the gap between what they already know and what they need to learn

Provides temporary support (cueing, questioning, coaching, assistance)

The Learning Cycle

Learning cycle is a student-centered, problem solving teaching approach that creates conceptual change through social interactions

Three major elements Exploration Concept/skill Development Concept/skill Application

Lesson Design Menu

Appetizer

(Exploration)

Main Course

(Concept Development)

Dessert

(Concept Application)

Focus and ReviewStatement of Objective

Teacher Input Presentation

Guided Practice

Independent PracticeClosure

Exploration Phase

Purpose Activate prior knowledge Draw students into the lesson Focus students’ attention on task with

clear purpose

Activating prior knowledge Goal is to establish a connection

between what they know and the new information (advanced organizers, anticipatory set, external mediators)

External Mediator Class discussion Provocative objects Graphic outlines of material

to be covered

Discussion Sequence

Existing knowledge Thought association Rapid recognition Quick lesson review Open discussion

Graphic Organizers Bubble trees Prediction charts K-W-L Venn Diagrams Cycles Thinking Maps (see

Course Packet p. 95)

Establishing a Clear Purpose Children ask: “Why is this

important?” Knowing what is expected is

important Must be linked to prior knowledge and

lessons Generally comes last during

introductory sequence Focuses student attention

The Development Phase This is the main learning experience This is III. Teacher Input or

Presentation Key Questions:

What basic concepts or skills are to be taught? What learning materials should be used? How can the teacher help students construct key

concepts and skills? What strategies can be used to ensure that

students understand and master the skill?

Teaching the Concept

1 Provide Information Explain the concept Define the concept Provide examples of the concept Model

2 Check for understanding Pose key questions Ask students to explain concept/definition

in their own words Encourage students to generate their own

examples

Concepts and Examples Community

Wilmington Washington, DC Tokyo

Mountain Mt. Everest Mt. Fuji Grandfather

Mountain

Island Hawaii Cuba Wrightsville Beach

Justice Taking turns Writing down rules Applying rules

equally to everyone

Factstorming Process of finding relevant details

associated with a concept

Fact

Fact

Fact

Fact

Fact

Fact

Concept

Task Analysis Skills are mental or physical

operations having a specific set of actions that are developed through practice

Task analysis: process of identifying component parts of skills and sequencing the steps

Modeling of skills is highly effective and efficient

Materials for Instruction

Bruner’s three level of learning Enactive Iconic Symbolic Select materials that

represent a balance of these three levels

Assisting students as they construct key concepts

Use of language-based strategies General instructional conversations Small group instructional conversations Graphic organizers

Conceptual Sequential Cyclical Hierarchical

Questioning Strategies Two types of questions: Purposes?

Closed Open-ended

Art of Questioning (Dewey) p. 297 Framing questions and “Wait time”

Ask question Pause 3 – 5 seconds Call on someone to respond Pause 3 – 5 more seconds to give think time

Concept/Skill Application Phase Opportunity to apply and practice

new skill or concept through special projects or independent activities

Two parts: Guided Practice Independent Practice or Functional

Application Should result in constructing deeper

meaning

Guided Practice

Many kinds of practice for new learning

Use of concept mapping/graphic organizers Conceptual Sequential Cyclical Hierarchical

Thinking Maps

Independent Practice

Independent Activities – (different activity from Guided Practice!)

Focus on creativity and choice Provide for extension, application,

relevance, and usefulness

Closure

Involves summarizing, sharing, reviewing, extending the concept

May provide transition to new lesson or learning