Understanding and Implementing Constructivist Strategies
Module Six

Hal Robertson - Course Designer
hfr@northnet.org

Learning Cycle

INTRODUCTION:

In this module we will focus on two points from “Becoming a Constructivist Teacher”.

First, point 12 – Constructivist teachers nurture students’ natural curiosity through frequent use of the learning cycle model.
Second, point 11- Constructivist teachers provide time for students to construct relationships and create metaphors.

PROCESS:

During this module would you please:

a) Complete the reflective questions.
b) Reread the 12th and 11th points in chapter 9 “Becoming a Constructivist Teacher” from In Search of Understanding by Brooks and Brooks.
c) Read the material that follows on the learning cycle.
d) Complete the March activity.
e) Write in your journal.

REFLECTIVE QUESTIONS:

1) In our opinion was the declarative or procedural concept you taught extended by comparison or classification and why?
2) What would you change the next time you taught a comparison or classification lesson and why?

READING:

The learning cycle is an instructional strategy with wide spread application. Originating in an elementary science program called the Science Curriculums Improvement Study (SCIS), this approach consists of three distinct phases:

EXPLORATION – Students interact with materials and ideas. (Assess prior knowledge)

CONCEPT INTRODUCTION – Introduce main concept(s) and vocabulary. (Assess the level of conceptual understanding)

CONCEPT APPLICATION – Students apply new information to a new situation. (Assess ability to apply concept)

During the exploration phase, the teacher presents the students with a problem or task. The challenge presented to the students is open-ended enough to allow for a variety of strategies yet specific enough to provide some direction. The purpose of this phase is to engage the student in a motivating activity that will provide bases for the development of a specific concept and a new vocabulary pertinent to the concept. This phase also provides an excellent opportunity for students to reveal their personal knowledge about a specific concept and for teachers to detect any misconceptions in their students’ thinking.

In the second phase, conceptual introduction, the teacher gathers information from the students, with regard to their exploration experience and uses this information to introduce the main concept of the lesson and any new vocabulary related to the concept. Materials, such as computer programs, original data, visual aids or other written materials may be used to facilitate the concept introduction.

The final phase, concept application, is an opportunity for students to study additional examples of the main concept of the lesson or to be challenged with a new task that can be solved/completed on the basis of previous exploration activity and concept introduction. Ideally, the additional examples of the concept or the new task will have a direct relationship to the everyday lives of the students.

It is also important to note that ongoing assessment is an integral component of the learning cycle. During the exploration phase, a teacher learns of the students' personal knowledge of the subject through observation and individual questioning. This information helps prepare the concept introduction phase. Then, in the concept introduction phase, the teacher uses strategies to determine whether the student understands the concept(s) being presented in the lesson. Finally, in the application phase, the teacher assesses how well the student can apply the concept(s).

MARCH ACTIVITY:

This month would you:

a) Select a declarative or procedural concept you wish to teach.
b) For this concept, decide on an open-ended problem or task that allows for a variety of strategies yet is specific enough to provide some direction to the students.
c) Use the selected problem or task as you teach the lesson using the three phases of the learning cycle.


Additional Resources

provided by: Tara A. Demers - "4" Project

Understanding and Implementing Constructivist Strategies Bevevino, M. M., Dengel, J., & Adams, K. (1999). Constructivist theory in the classroom: Internalizing concepts through inquiry learning. The Clearing House, 72(5), 275-278.

Brooks, J. G., & Brooks, M. G. (1993). Honoring the learning process. In search of understanding: The case for constructivist classrooms (3-14). Alexandria, VA: Association for Supervision and Curriculum Development.

Brooks, J. G., & Brooks, M. G. (1993). Structuring learning around primary concepts: The quest for essence. In search of understanding: The case for constructivist classrooms (46-59). Alexandria, VA: Association for Supervision and Curriculum Development.

Brooks, J. G., & Brooks, M. G. (1993). Becoming a constructivist teacher. In search of understanding: The case for constructivist classrooms (101-118). Alexandria, VA: Association for Supervision and Curriculum Development.

Perkins, D. N. (1999). The many faces of constructivism. Educational Leadership, 57(3), 6-11.