The Learning CycleDr. Jamie Colwell &Dr. Judith Dunkerly-BeanOld Dominion University
October 10, 2015
Think About:
The shift from learning to read to reading to learn.
PREPAREFOR LEARNING
GUIDE LEARNING
REFLECT ON LEARNING
Prior Knowledge·Activated·Appropriate·Sufficient·Organized
Purpose:·Directs attention·Motivates·Helps learners differentiate important from unimportant information
Attention:·Limited·Selective·Directed toward familiar
New Information·Reading·Activity·Inquiry
Construct Meaning·Integration of prior knowledge and new information
Understanding
Generates
Direct
sS
elects
Cre
ates
Mod
i fie
s
Engage Explore
Explain
Extend
x2:Metacognitive reflection
&Assessment
A Lesson in a Lesson #1Fiction Text
Ordeal by Cheque
By Wuther Crue, Vanity Fair, 1932
Preview the lesson Lesson objective:
Students will be able to use evidence to draw conclusions
Applicable content area literacies (for this class!): English: Making connections in text to critically analyze a work of fiction. History: Using non-traditional print texts to contextualize and corroborate information. Math: Drawing connections between quantitative (numerical) data to understand a scenario. Science: Formulating a hypothesis and deducting a conclusion based on evidence Art: Using pictorial images to understand a time period and suggested societal norms of the era. Health: Considering medical procedures and norms of the a time period Research: Gathering and evaluating evidence to draw a conclusion
Procedures Brainstorm with Timeline Read story using Dual Entry Diary Respond to story:
Literary Report Card Character/Figure Map RAFT²
Timeline:
1900 1910 1920 1930
Timeline
1900 1910 1920 1930
• Class-based• Home births• Sugar = 4 cents lb.• Eggs = 14 cents doz.• Coffee = 15 cents lb.• Americans w/ high school = 6%
Autos WWI - 1914
Women’s Suffrage1920
Stock Market Crash1929
Great Depression
Prohibition 1919
Dual-Entry DiaryEvent Evidence
List at least 4 events in the story
Provide your evidence for the event
Dual-Entry DiaryEvent Evidence
List at least four events in the story
Provide evidence for the event
A wealthy man and his wife have a baby in 1903 – it’s a boy!
Lots of money at baby shopHospital and doctorExeter Exeter Sr.
Literary Report CardCharacteristic Grade Comment
Generosity
Problem-Solving
Parenting skills
Taking responsibility for actions
Character/Figure Map
Lawrence Exerter,
Jr.
Reckless
Amoral
Irresponsible
RAFT² ROLE
Assume a role other than student Audience
Select an audience other than teacher Format
Variety of formats: letter, telegram, memo, diagram, poster, newspaper/online ad, song,
Topic/Task Purpose for writing on the topic: Explain,
persuade, argue, report, analyze
Possible Rafts for OrdealRole Nurse at
hospital
Audience Police chief
Format Report
Topic/Task Eyewitness account of what you saw - Explain
Reflect on Ordeal by Cheque using learning cycleWhat did you do first?How was your reading
guided/supported?How did you reflect on your
reading of this story?
A Lesson In a Lesson #2Informational Text
Bionic Trees
By Hillary Rosner, The New York Times, 2004
Begin a Lesson in a Lesson:Bionic TreesBrainstorm ideas about genetics –Anticipation Guide – respond &
discussRead with chart to organize
informationRevisit Anticipation GuideDiscussion Web
Brainstorm 3-minutes What do you already know about
genetics?
Anticipation Guide Procedures
Respond to the statements in the BEFORE column
Compare your responses to a neighbor’s
Discuss your responses – support your positions
Hold on to your anticipation guides
Before
After
Genetically modified organisms are dangerous to human health.
It is okay to change a plant’s genetic make-up if it is going to benefit humans
I would feel comfortable eating a fruit or vegetable from a plant or tree that was genetically modified.
A genetically modified tree can replace a natural tree without causing any harm to the ecosystem.
Just because human beings have the capability to alter the genetic code of an organism doesn’t mean we should do so.
Bionic Trees Read the Rosner text Complete the graphic organizer while
reading
Problem Solution For Against
Heavy metals in the soil
Logging of old stand forests that could possibly result in the loss of wild forests
Greenhouse gas in the atmosphere, resulting in global warming
Loss of trees (like the American chestnut) due to disease
Discuss the issue In partners, THINK together and respond
to the Discussion Web You must have reasons on both sides of
the issue Do not have to have equal numbers of
reasons on each side
DISCUSSION WEB
Conclusion:
Agree Disagree
Genetically engineered organisms should be used to solve environmental, health, or economic problems.
Think-Pair-Share
Pair with other partners to form a foursome Compare your reasons on each side of the issue Come to consensus Outline (bullet) a brief letter to the editor of a local
newspaper supporting your group’s position Be prepared to share
Literary/Topic Report Card: Bionic treesCharacteristic Grade Comment
Eco-friendly
Manageability
Environmental solution
Character/Figure/Topic Map
Genetic Engineerin
g
Harmful
Ethical
Unpacking the lesson How were you prepared to read the
text? How did we guide your reading? What strategies were used to foster a
response to the reading?
Break for Lunch
Application to Your Content Classroom
In partners, create a plan for using two or three of these strategies in your content classroom: Dual-entry diary [Split page / T-chart] Character/Figure map Literary report card RAFT2
Discussion Web Anticipation Guide Organizational Reading Chart