The document discusses learning cycles, which involve multiple phases of learning from experience. It describes several models of learning cycles, including those proposed by Kolb, Lewin, Piaget, and Honey and Mumford. The Kolb model involves four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different strengths that correspond to different parts of the cycle. The presentation provides details on how learning cycles can improve learning outcomes for students.

2. Ground Rules
 Pay attention
 Avoid to talk during
lecture
 Raise your hand if there
is any inquiry
 Be relative to the
discussion
 Try not to leave class
room during this
discussion
 Try not to get bored
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3. LEARNING CYCLES
BY:
LALA RUKH AZIZ

4. Objectives
At the end this presentation listeners will be able to understand:
What is Learning Cycle
Why it is needed
How it affects students
Models of learning cycles
Kolb and taylor model of learning
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5. What is Learning Cycles
Learning cycle is a concept is how people learn from
experience
Will have a number of stages and phases, the last of which can
be followed
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6. What is Learning Cycle
 First fully described in 1967 by Karplus and SCIS , the Science
Curriculum Improvement Study , the learning
 The learning cycle is based on three phases:
Exploration
Concept introduction
Concept application
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7. Why Needed?
 Students need to relate new ideas to their experience and
place new ideas into a framework for understanding . Thus
exploring phenomenon before explaining them is critical for
learning
 Researchers have found that students benefit when all three
phases of learning cycle are present
 Abraham and Renner (1986) investigated whether three stages
of learning cycle are in their optimal sequence. After trying
various sequences in several high schools science classes,
they found that when concept introduction followed exploration ,
students learned better
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8. Cont..
 The learning cycle allows students to examine the adequacy of
previous beliefs (preconceptions)
 Students are forced to argue about and test those beliefs
 Provides disequilibrium for alternative conceptions
 Provides opportunity to construct more appropriate
conceptions
 Become more skilled in the process of concept construction
 The correct use of the learning cycle accomplishes these ends
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9. Cont..
 Introduction to terms after investigation helps students connect
new experiences with prior experiences
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10. Contribution of Scientists
 J. Dewey
 Kurt Lewin
 Kolb and Fry
 Honey and Mumford
 5E
 Alistair Smith
 Jean Piaget
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11. J. Dewey
 In 1933, J. Dewey described 5 phases of reflective thought:
 Suggestions
 Intellectualization
 Use of suggestions or hypothesis
 Mental exploration
 Testing hypothesis
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12. Kurt Lewin
In 1940, K. Lewin developed action research and described
process of,
 Planning
 Action
 Fact finding
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13. Piaget’s Model of Learning and Cognitive
Development
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14. 5Es
Developed by Biological science curriculum study, learning cycle
has four phases:
 Engage
 Explore
 Explain
 Extend
 and Evaluation for teachers
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15. Alistair Smith
In 1990, Alistair Smith developed Accelerated Learning cycle:
 Supportive and stimulating environment
 Connect the learning
 Give big picture
 Learning objectives/outcomes
 Input
 Activity
 Demonstrate the findings of activity
 Review for recall and retention
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16. Kolb-Lewin Learning Cycle
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 “All learning comes from experience”
--John Dewey

17. Kolb and Fry
In early 1970, David A. Kolb and Ronald E. Fry developed
experiential learning model (ELM), composed of four elements:
 Concrete Experience
 Observation and reflection on that experience
 Formation of abstract concept based on reflection
 Testing the new concept
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18. Stages in Learning Cycle
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 Concrete Experience (CE): learning from
feeling and personal involvement
 Reflective Observation (RO): learning by
watching and listening
 Abstract Conceptualization (AC):
learning by thinking
 Active Experimentation (AE): learning by
doing

19. Learners’ type and Strength
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 Converger (AC+AE)
 Diverger (CE+RO)
 Assimilator
(AC+RO)
 Accommodator
(CE+AE)
 Practical application
of ideas
 Imagination and
innovation
 Creation of
theoretical models
 Action, carrying out
plans

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Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Active
Experimentation

21. Concrete Experience
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 Laboratories
 Observations
 Text Readings
 Simulations/Games
 Field Work
 Films/Videos
 Readings
 Problem Sets
 Examples

22. Reflective Observation
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 Films/Videos
 Readings
 Problem Sets
 Examples
 Thought Questions
 Rhetorical
Questions
 E-Mail List Serves
 On Line Discussion
Forums

23. Concrete Experience
Reflective Observation
Diverger

24. Diverger Asks?
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What it is?

25. Abstract Conceptualization
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 Projects
 Analogies
 Lecture
 Papers
 Model Building

26. 11/12/2020 Learning Cycles 26
Reflective Observation
Abstract
Conceptualization
Assimilator

27. Assimilator Asks?
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What does it mean?

28. Active Experimentation
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 Simulations
 Case Studies
 Laboratories
 Field work
 Projects
 Homework

29. 11/12/2020 Learning Cycles 29
Abstract
Conceptualization
Active
Experimentation
Converger

30. Converger Asks?
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What can I do?

31. 11/12/2020 Learning Cycles 31
Active
Experimentation
Concrete Experience
Accommodator

32. Accommodator Ask?
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"How
can I do
it?”

33. Honey and Mumford
Peter Honey and Alan Mumford developed Kolbs’ model into
slightly different learning style,
 Doing
 Reflecting
 Concluding
 Planning
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34. Taylor Model
 Marilyn Taylor (1987) suggests that discomfort is a natural and
necessary part of the learning process.
Stages
 Disorientation
 Exploration
 Re-orientation
 Equilibrium
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35. Taylor stages
Disorientation
 The learner is presented
with an unfamiliar experience
or idea which involves new
ideas that challenge the
student to think critically
about his/her beliefs and
values
Exploration
 The tutor assists the learner
to “name” (identify) the
problem so that the learner
will see that the disorientation
comes from an
unresolved/complex issue
rather than any inadequacy
on the learners part
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36. Taylor Model
Reorientation
 This stage is characterized
by synthesis of the
information gathered and
reflected on during the
Exploration stage.
Equilibrium
 The emotional intensity of the
previous three stages is
markedly reduced by the time
this stage is reached and the
learner displays an obvious
sense of comfort
with/acceptance of the new
knowledge/skill. The role of the
educator is to encourage the
learner to apply/extend the
knowledge/skill it to new
situations, as well as to share it
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37. Revision ?
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39. Refrences
Honorary Professor University of Queensland; Visiting
Professor Edinburgh Napier and University of Wales Newport
Research interests: scholarship of teaching; linking research
and teaching; active learning; developing an inclusive
curriculum for disabled students
Abraham, M.R., and J.W. Renner. 1986. The sequence of
learning cycle activities in high school chemistry. Journal of
Research in Science Teaching 23
Karplus, R., and H.D. Thier. 1967. A new look at elementary
school science. Chicago: Rand McNally
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