The Learning Cycle Dr. Jamie Colwell & Dr. Judith Dunkerly-Bean Old Dominion University October 10, 2015

Think About: The shift from learning to read to reading to learn.

PREPARE FOR 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 s Selects Creates Modifies EngageExplore ExplainExtend x2: Metacognitiv e reflection & Assessment

A Lesson in a Lesson #1 Fiction 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:

Timeline Class-based Home births Sugar = 4 cents lb. Eggs = 14 cents doz. Coffee = 15 cents lb. Americans w/ high school = 6% Autos WWI Women’s Suffrage 1920 Stock Market Crash 1929 Great Depression  Prohibition 1919

Dual-Entry Diary EventEvidence List at least 4 events in the story Provide your evidence for the event

Dual-Entry Diary EventEvidence 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 shop Hospital and doctor Exeter Exeter Sr.

Literary Report Card CharacteristicGradeComment 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 Ordeal RoleNurse at hospital AudiencePolice chief FormatReport Topic/TaskEyewitness account of what you saw - Explain

Reflect on Ordeal by Cheque using learning cycle  What 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 #2 Informational Text Bionic Trees By Hillary Rosner, The New York Times, 2004

Begin a Lesson in a Lesson: Bionic Trees  Brainstorm ideas about genetics –genetics  Anticipation Guide – respond & discuss Anticipation Guide  Read with chart to organize informationchart  Revisit Anticipation GuideAnticipation Guide  Discussion Web Discussion 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

BeforeAfter 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

ProblemSolutionForAgainst 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 WebDiscussion Web  You must have reasons on both sides of the issue  Do not have to have equal numbers of reasons on each side

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 trees CharacteristicGradeComment 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  RAFT 2  Discussion Web  Anticipation Guide  Organizational Reading Chart