LEARNING CYCLE
and
DIRECT INSTRUCTION
Arlieza Fazla AS (1801008)
Falinsa Almayda M (1807525)
Nabilla Hana S (1802081)
Learning Cycle
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•
•
•
Brief history
Definition
Theories
Application
Direct Instruction
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•
Definition
Key Principles
DI Application
Learning cycle and DI
LEARNING
CYCLE
HISTORY
known formally as the learning cycle,
consists of three basic steps: exploration,
concept development (sometimes
called invention), and concept application.
created by Jean Piaget
embraced in science teacher education as
a suitable instructional model
developed by Karplus and Thier for
the Science Curriculum
Improvement Study (SCIS)
DEFINITON OF
LEARNING CYCLE
“Learning Cycle” is a teaching model based on the knowledge organisation
process of the mind. It helps students to apply concepts and to make their
scientific knowledge persistent.
The learning cycle is an established planning method in science education and
consistent with contemporary theories about how individuals learn.
LEARNING CYCLE HELPS STUDENTS TO
construct concepts
connect their new
knowledge to real-life
situations
develop reasoning
patterns
01 02
Karplus
LEARNING
CYCLE THEORIES
Kolb and Fry
03 04
Honey and Mumford
5E
01 Karplus
Theory
The learning cycle developed by Karplus and
Thier is an inquiry-based teaching approach.
Exploration Phase
Students interact
with materials and
each other.
Concept Introduction
Phase
Naming of objects
and/or events.
Concept Application
Phase
Students apply
information to
a new situation.
02 Kolb
& Fry
developed the experiential learning model
(ELM) that composed of four stages
Concrete Experience
doing/having an experience
Active Experimentation
planning/trying out what you
have learned
Abstract Conceptualisation
concluding/learning from the
experience
Reflective Observation
reviewing/reflecting on the
experience
03 Honey &
Mumford
Concrete Experience
doing/having an experience
ACTIVISTS
Active Experimentation
planning/trying out what you
have learned
REFLECTORS
Reflective Observation
reviewing/reflecting on the
experience
PRAGMATIST
THEORISTS
Abstract Conceptualisation
concluding/learning from the
experience
04
5E
specifically for use in teaching science.
Extend
Explore
construct knowledge
questioning and observation
apply concept in similar
situation
capture interest and
establish topic
explain and discuss with
teacher’s lead
teacher evaluate
students’ knowledge
Engage
Explain
Evaluate
LEARNING CYCLE APPLICATION
in 2010 Pilkington and Gelderblom from South Africa had done a research
regarding Karplus’s learning cycle. They used the Karplus learning cycle to teach
learners with ADHD introductory computer programming.
Learners are expected to learn
through autonomous action and
reactions.
On this case, the learners were
being introduced to the topic
through experimentation.
Learners acquire new reasoning
patterns to explain the new
concept. The teacher will be
more active providing direct
instruction. On the research, the
teacher provides the formal
terminology for the
programming structure that
have been used before in the
exploration phase.
EXPLORATION
C. INTRODUCTION
The newly learnt concept or
skill is applied to new
situations, thus extending
its range of applicability. In the
researchers’ context, a newly
acquired programming skill is
now applied in new practice
programs.
C. APPLICATION
DIRECT
INSTRUCTION
Direct Instruction (DI) is a model for teaching
that emphasizes well-developed and carefully
planned lessons designed around small learning
increments and clearly defined and prescribed
teaching tasks.
It is based on the theory that clear instruction
eliminating misinterpretations can greatly
improve and accelerate learning.
Anticipatory set
to prepare learners for the
lesson by setting the
students' minds for
instruction
Stating the objectives
to alerts learners to what
they will need to do and
the purpose of the lesson.
Check for understanding
when the teacher checks to
see if the learners
understand the concept or
steps and how to enact them
to achieve the objective.
Instructional input
where the learner gains
the knowledge needed to
achieve the objective
Guided practice
when the learners do the
objective under the guidance
of a support system that can
assure success.
Modeling
when the instructor, or
learners, demonstrates
how to achieve
the objective.
Independent practice
when the students practice
what they learn, after they
are capable of performing
the objective without support
Key Principles
Be clear
Teach to
mastery
Be efficient
Beware
intuition
Celebrate
success
In a physics class with
Electricity Static as topic
“What is this?”
“Bulb, Miss.”
Anticipatory Set
“Today, we will
learn about
Electricity Static.”
Objectives
“Please take the
materials and
combine it!”
Instructional Input
“Why don’t you
combine it like this?”
Modeling
Checking for
Understanding
Guided Practice or
Independent Practice
Relation Between
Learning Cycle And
Direct Instruction
We use direct instruction model to
organize and instruct lessons for the
learning cycle.
References
Hanuscin, D. L., & Lee, M. H. (2008). Using the learning cycle as a model for teaching the learning
cycle to preservice elementary teachers. Journal of Elementary Science Education, 20(2), 51.
2NUHOÐLU, H., & Yalcin, N. (2006). The Effectiveness of The Learning Cycle Model to Increase Students'
Achievement In The Physics Laboratory. Journal of Turkish Science Education, 3(2), 28.
3Lorsbach,
A. W. (2002). The learning cycle as a tool for planning science
instruction. Tersedia:(http://www. coe. ilstu. edu/scienceed/lorsbach/257lrcy. html).[12 Juni 2013].
4 Duran, E., Duran, L., Haney, J., & Scheuermann, A. (2011). A learning cycle for all students. The
Science Teacher, 78(3), 56.
5 Kolb, David A., Fry, Ronald E. (1975). Towards an applied theory of experiential learning. Theories of
group processed, 33-58.
6 Mumford, Alan (1997). Putting learning styles to work. Action learning at work. 121
7 Pilkington, C., & Gelderblom, H. (2010). Using the Karplus learning cycle to teach learners with ADHD
introductory computer programming. African Journal of Research in Mathematics, Science and Technology
Education,
14(1),
73–84.
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