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