The learning cycle is the concept of how people learn from experience. The learning cycle will have a number of stages or phases, the last one that can be followed by the first.
Video Learning cycle
John Dewey
In 1933, John Dewey described five phases or aspects of reflective thinking:
Among, as a state of mind, are (1) suggestions, where the mind jumps forward to possible solutions; (2) intellectualisation of perceived difficulty (confusion) becomes a problem to be solved, a question to look for; (3) the use of one suggestion after another as a prominent idea, or hypothesis, to initiate and guide observations and other operations in the collection of factual materials; (4) the mental elaboration of ideas or assumptions as ideas or presuppositions (reasoning, in the sense in which reasoning is a part, not an entire inference); and (5) testing the hypothesis with open or imaginative action.
Maps Learning cycle
Kurt Lewin
In the 1940s, Kurt Lewin developed action research and described the cycle:
- Planning
- Action
- Factual search , about the result of an action
Lewin specifically highlighted the need to find facts, which he felt lost from much management and social work. He compares this to where the military is
the attack was pressed into the home and immediately the reconnaissance plane followed with one goal to determine as accurately and accurately as possible the new situation. This reconnaissance or fact-finding has four functions. The first must evaluate the action. It shows whether what has been achieved above or below expectations. Second, it gives the planner the chance to learn, that is, to gather new general insights, for example, about the strengths and weaknesses of certain weapons or action techniques. Third, the findings of this fact should be the basis for planning the next step correctly. Finally, this serves as a basis for modifying the "overall plan."
Kolb and Fry
In the early 1970s, David A. Kolb and Ronald E. Fry developed an experiential learning model (ELM), consisting of four elements:
- Concrete experience
- Observation and reflection on the experience
- Formation of abstract concepts based on reflection
- Test new concepts
Testing new concepts provides a concrete experience that can be observed and reflected, allowing the cycle to proceed.
Kolb integrates this learning cycle with learning style theory, in which each style prefers two of the four parts of the cycle. This cycle is compacted by horizontal and vertical axes. The vertical axis represents how knowledge can be understood, through concrete experiences or through abstract conceptualization , or by a combination of both. The horizontal axis represents how knowledge is altered or constructed through reflective observation or active experiment . These two axes form four quadrants which can be seen as four stages: concrete experience (CE), reflective observation (RO), abstract conceptual (AC) and active experiments (AE) and four learning styles: deviant, assimilate, convergent and accommodative. The concept of learning style has been criticized, see Learning styles Ã,§ Criticism.
Honey and Mumford
Peter Honey and Alan Mumford developed the ideas of Kolb and Fry into a slightly different learning cycle. The stages are:
- Do something , have experience
- Reflect on experience
- Closure from experience, developing the theory
- Plan the next step, to apply or test theory
While the cycle can be included in one of the four stages, the cycle must be completed to provide learning that will change behavior. This cycle can be done several times to build a learning layer.
Honey and Mumford name (also called learning style ) to people who prefer to enter the cycle at different stages: Activist , Reflector , Theorist and Pragmatist . The Honey and Mumford learning style questionnaire has been criticized for its poor reliability and validity.
5E
The 5E learning cycle is developed by the Biological Curriculum Study, especially for use in science teaching. The learning cycle has four phases:
- Get involved , where student interest is captured and topic set.
- Explore , where students are allowed to build knowledge on topics through question and observation facilitation.
- Explain , where students are asked to explain what they have found, and the instructor leads a discussion on the topic to perfect students' understanding.
- Expand , where students are asked to apply what they have learned in different but similar situations, and the instructor guides the students to the next discussion topic.
Fifth E stands for Evaluate ; in which the instructor observes the knowledge and understanding of each student, and guides the students to assess whether what they have learned is true. Evaluations should be performed throughout the cycle, not in self-defined phases.
Alistair Smith
In the 1990s, Alistair Smith developed the Accelerated Learning Cycle, also for use in teaching. The stages are:
- Create a supportive learning environment - safe but stimulating
- Connect useful lessons that we already have
- Give big picture
- Describe the learning outcomes we want to achieve
- Input - new information to enable activity
- Activities
- Show activity findings
- Reviews for remembering and retention
Unlike other learning cycles, step 8 is usually followed by step 2, rather than step 1.
ALACT
In the 2000s, Fred Korthagen and Angelo Vasalos (and others) developed the ALACT model, specifically for use in personal development. Five phases of ALACT cycle are:
- Action
- Revisiting action
- Important awareness aspects
- Create an alternative action method
- Trial
Like Kolb and Fry, the pilot is a retrievable action. Korthagen and Vasalos enlisted coaching interventions for each phase and described the "degree of reflection" inspired by the logical type hierarchy of Gregory Bateson. In 2010, they attributed their reflective learning model to the practice of attention and the Otto Schosterer U Theory, which, in contrast to the learning cycle, emphasizes on reflecting the desired future rather than on past experiences.
See also
References
Source of the article : Wikipedia
0 Comments