Engagement

Object, event or question used to engage students.

Connections facilitated between what students know and can do.

Exploration

Objects and phenomena are explored.

Hands-on activities, with guidance.

Explanation

Students explain their understanding of concepts and processes.

New concepts and skills are introduced as conceptual clarity and cohesion are sought.

Elaboration

Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.

Evaluation

Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.

Planning inquiry lessons using the Learning Cycle model

First used as an inquiry lesson planning model in the Science Curriculum Improvement Study (SCIS) program, a K-6 science program in the early 1970s, the early learning cycle model had 3 stages  (exploration, invention, discovery). Using the learning cycle approach, the teacher "invents" the science concept of the lesson in the 2nd stage (rather than defining it at the outset of the lesson as in the traditional approach). The introduced concept subsequently enables students to incorporate their exploration in the 3rd stage and apply it to new examples.  Many examples of learning cycles have been described in the literature (Barman, 1989; Ramsey, 1993; also see Osborne and Wittrock,1983).  The 5E Learning Cycle ( Bybee) is used in the new BSCS science programs as well as in other texts and materials.

Using a Learning Cycle Model in Lesson Planning

The chart below is based upon a four step learning cycle model as featured in Bentley, Ebert & Ebert (2000) , but the examples of learner and teacher behaviors   provided here can be adapted to fit other learning cycle models.

Engage: Learner has a need to know, therefore, defines questions, issues or problems that relate to his/her world.

Learner

Teacher

calls up prior knowledge

poses problems

has an interest

asks questions

experiences doubt or disequilibrium

reveals discrepancies

has a question(s)

causes disequilibrium or doubt

identifies problems to solve, decisions to be

made, conflicts to be resolved

assess prior knowledge

writes questions, problems, etc.

develops a need to know

self reflects and evaluates

Investigate (Explore): Learner gathers, organizes, interprets, analyzes, evaluates data

Learner

Teacher

hypothesizes and predicts

questions and probes

explores resources and materials

models when needed

designs and plans

makes open suggestions

collects data

provides resources

builds models

provides feedback

seeks possibilities

assesses understandings and processes

self reflects and evaluates

Explain and Clarify: Learner clarifies understandings discovered, reaches conclusions or generalizations and communicates in varying modes and forms.

Learner

Teacher

clarifies understandings

provides feedback

shares understandings for feedback

asks questions, poses new problems and issues

forms generalizations

models or suggests possible modes

reflects on plausibility

offers alternative explanations

seeks new explanations

enhances or clarifies explanations

employs various modes for explanation (writing, art, etc)

evaluates explanations

Expand: Learner applies these conclusions or generalizations to solve problems, make decisions, perform tasks, resolve conflicts or make meaning

Learner

Teacher

applies new knowledge

asks questions

solves problems

provides feedback

makes decisions

provides resources

performs new related tasks

makes open suggestions

resolves conflicts

models when necessary

plans and carries out new project

evaluates

asks new questions

seeks further clarification

Source: Needham, R. A., Powell, D. & Bentley, M. L. (1994). Using Big Books in Science and Social Studies. Paper presented at the Annual Meeting of the International Reading Association, Toronto, Canada, 1994.