The 5e Model (Learning Cycle Model) Steps for Implementation:
1. Engage Phase: Short prompt, video, diagram, etc to engage students in the lesson. I use a "Bellwork" for this.
2. Exploration Phase: Use inquiry to guide students to the concepts. Be careful: Don't give them too much information Make them discover it!
3. Explain Phase: Use discussion to lead to the concept and then provide formal notes and vocabulary. I like to use lapbooking, which I consider to be interactive notebooking without spending so much time in the notebook. Activities are more fun than notebooking.
4. Extension Phase: Provide students with an activity or other experience where they can use what they learned in the prior phases.
5. Evaluate Phase: A short assessment to evaluate if students have learned what you have expected.
Free Learning Cycle Sample Lesson: Volume with Graduated Cylinders and Overflow Cans
1. Engage Phase: Short prompt, video, diagram, etc to engage students in the lesson. I use a "Bellwork" for this.
2. Exploration Phase: Use inquiry to guide students to the concepts. Be careful: Don't give them too much information Make them discover it!
3. Explain Phase: Use discussion to lead to the concept and then provide formal notes and vocabulary. I like to use lapbooking, which I consider to be interactive notebooking without spending so much time in the notebook. Activities are more fun than notebooking.
4. Extension Phase: Provide students with an activity or other experience where they can use what they learned in the prior phases.
5. Evaluate Phase: A short assessment to evaluate if students have learned what you have expected.
Free Learning Cycle Sample Lesson: Volume with Graduated Cylinders and Overflow Cans
The learning cycle model is a teaching strategy that incorporates inquiry to enhance instruction. In this model, discovery is used before presenting specific content in order to build up prior knowledge. Since students have experienced the discovery activity before formal instruction, the vocabulary and concepts are much more relevant to them because they have prior experience to link it to. Students are then more likely to participate in discussion and "build" the concept with you. I have great success with the model with all abilities and behaviors. I have seen students who hate school say that science is their favorite class because they know they get to activities almost everyday. Students will little background knowledge and few life experiences outside of their home town feel more confident because of the background building discovery. Its great to see students discover the nature of the concept you are teaching before you even complete the formal instruction. In this phase, you do not want to tell them the objective of the activity or the concept they should be discovering. You want them to use inquiry to build the concept.
In the formal instruction phase of this model, I typically like to lead my students to the concept I am trying to get across through discussion. I want the to "invent" the concept , rather than me just giving it to them. I usually give them questions for the to complete with the exploration activity that will help lead them in discussion and get them thinking in terms of science. After we have built the concept, I will introduce concept specific vocabulary that they will see in the next phase of the learning cycle model. I like to use Quizlet and my students also keep a pocket of handwritten, index vocabulary cards in their lapbooks/file folders. I see great value in creating these handwritten cards. We can practice them like flashcards, we can make up games to play with the words, and students can sort them into what they already know and what they need to study. They are such a multi-purpose tool.
In the next phase of the learning cycle model, students apply or extend on what they have previously learned. This is typically another activity or simulation. I have noticed that keeping learning as active as possible really makes a difference in comprehension and involvement. This activity will tie the exploration activity to instruction and make it more meaningful and go into depth with the concept. Students need to feel like they understand the concept fully upon completing this phase.
The last part of this model is assessment. This can be in the form of a writing prompt, demonstration, multiple choice quiz, exit slip, etc.
I try to complete these learning cycles in a 2 day cycle that could look like this.
Day One: Short discovery and in depth lesson
Day Two: Long Application/Extension Activity and Quick Evaluation
or
Day One: Long discovery activity and brief discussion of it
Day Two: In-Depth Formal Instruction and Short Application Activity + Evaluation
In the formal instruction phase of this model, I typically like to lead my students to the concept I am trying to get across through discussion. I want the to "invent" the concept , rather than me just giving it to them. I usually give them questions for the to complete with the exploration activity that will help lead them in discussion and get them thinking in terms of science. After we have built the concept, I will introduce concept specific vocabulary that they will see in the next phase of the learning cycle model. I like to use Quizlet and my students also keep a pocket of handwritten, index vocabulary cards in their lapbooks/file folders. I see great value in creating these handwritten cards. We can practice them like flashcards, we can make up games to play with the words, and students can sort them into what they already know and what they need to study. They are such a multi-purpose tool.
In the next phase of the learning cycle model, students apply or extend on what they have previously learned. This is typically another activity or simulation. I have noticed that keeping learning as active as possible really makes a difference in comprehension and involvement. This activity will tie the exploration activity to instruction and make it more meaningful and go into depth with the concept. Students need to feel like they understand the concept fully upon completing this phase.
The last part of this model is assessment. This can be in the form of a writing prompt, demonstration, multiple choice quiz, exit slip, etc.
I try to complete these learning cycles in a 2 day cycle that could look like this.
Day One: Short discovery and in depth lesson
Day Two: Long Application/Extension Activity and Quick Evaluation
or
Day One: Long discovery activity and brief discussion of it
Day Two: In-Depth Formal Instruction and Short Application Activity + Evaluation