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LEARNING
CYCLES TEACHING & LEARNING
3RD YEAR BSN
RAWAL RAFIQ LEGHARI
NURSING INSTRUCTOR MEDICOSE NURSING ACADEMY
Objectives 3

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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
 Define the problem solving and the learning cycle
 Discuss the examination of the learning cycle.
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 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
 First fully described in 1967 by Karplus and SCIS
, the Science Curriculum Improvement Study ,
the learning .
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 The learning cycle is based on three phases:
 Exploration
 Concept introduction
 Concept application
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 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
 The learning cycle allows students to examine the
adequacy of previous beliefs (preconceptions)
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 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
 Introduction to terms after investigation helps
students connect new experiences with prior
experiences
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 J. Dewey
 Kurt Lewin
 Kolb and Fry
 Honey and Mumford
 5E
 Alistair Smith
 Jean Piaget
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 In 1933, J. Dewey described 5 phases of
reflective thought:
1. Suggestions
2. Intellectualization
3. Use of suggestions or hypothesis
4. Mental exploration
5. Testing hypothesis
Kurt Lewin 1
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In 1940, K. Lewin developed action research and
described process of,
 Planning
 Action
 Fact finding
Piaget’s Model of Learning 1
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5Es 1
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Developed by Biological science curriculum study,
learning cycle has four phases:
1. Engage
2. Explore
3. Explain
4. Extend
5. and Evaluation for teachers
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Cont.
Alistair Smith 1
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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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Kolb-Lewin Learning 1
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Cycle

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“All learning comes from experience”
John Dewey
Kolb and Fry 1
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In early 1970, David A. Kolb and Ronald E. Fry
developed experiential learning model (ELM),
composed of four elements:
1. Concrete Experience
2. Observation and reflection on that
experience
3. Formation of abstract concept based on
reflection
4. Testing the new concept
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Stages in Learning Cycle 1
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1. Concrete Experience (CE):
learning from feeling and personal
involvement
2. Reflective Observation (RO):
learning by watching and listening
3. Abstract Conceptualization (AC):
learning by thinking
4. Active Experimentation (AE):
learning by doing
Learners’ type and 2
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 Converger (AC+AE)  Practical application of
ideas
 Imagination and
 Diverger (CE+RO)
innovation
 Creation of theoretical
 Assimilator (AC+RO) models

 Accommodator  Action, carrying out

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Concrete Experience 2
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 Laboratories
 Observations
 Text Readings
 Simulations/Games
 Field Work
 Films/Videos
 Readings
 Problem Sets
 Examples
Reflective Observation 2
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 Films/Videos
 Readings
 Problem Sets
 Examples
 Thought Questions
 Rhetorical Questions
 E-Mail List Serves
 On Line Discussion Forums
Abstract 2
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Conceptualization

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 Projects
 Analogies
 Lecture
 Papers
 Model Building
Active Experimentation 2
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 Simulations
 Case Studies
 Laboratories
 Field work
 Projects
 Homework
Honey and Mumford 2
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Peter Honey and Alan Mumford developed Kolbs’
model into slightly different learning style,
 Doing
 Reflecting
 Concluding
 Planning
Taylor Model 2
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Marilyn Taylor (1987) suggests that discomfort is
a natural and necessary part of the learning
process.
Stages
1. Disorientation
2. Exploration
3. Re-orientation
4. Equilibrium
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Disorientation 2
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 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
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 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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 This stage is characterized by synthesis of the
information gathered and reflected on during
the Exploration stage.
Equilibrium 3
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 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
PROBLEM SOLVING 3
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Definition:
The means by which an individual uses
previously acquired knowledge, skills, and
understanding to satisfy the demands of
unfamiliar situation.
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When faced with a problem, individuals need to use critical
thinking and problem-solving skills to:
 Identify the root cause
 Generate potential solutions
 Evaluate the options
 Select the most appropriate solution.
Relation B/W problem solving and 3
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 When we encounter a problem or challenge, we use our
existing knowledge and experience to try to solve it.
 Interconnected processes that are essential for success in
many areas of life.
 We can improve our problem-solving skills and develop
new strategies and approaches that will help us overcome
challenges and achieve our goals.
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