In a large public university in the Southwest, faculty are employing the inquiry-based model known as the learning cycle/5E in a Masters level science and mathematics teacher education program (Bybee, et al., 2006; Lawson, 2010; Marek & Cavallo, 1997) as integrated with the elements on best practices in online teaching (Quality Matters and the Online Learning Consortium). In each course and throughout the program faculty employ, and students experience the learning cycle/5E model as the foundation for learning. The program goal is that teacher graduates will philosophically and in practice, adopt this constructivist, inquiry-based model in their PK-12 teaching and curriculum development. Therefore, consistent with the theoretical foundation of the learning cycle/5E and unique to this program, the very structure of each online learning module and the overall program is designed to follow the learning cycle/5E model format. Discussion will inspire participants to design experiential online curriculum around the learning cycle/5E model while implementing Quality Matters, and provide guidance on the development process, faculty engagement, and learner success.
In a large public university in the Southwest, faculty are employing the inquiry-based model known as the learning cycle/5E in a Masters level science and mathematics teacher education program (Bybee, et al., 2006; Lawson, 2010; Marek & Cavallo, 1997) as integrated with the elements on best practices in online teaching (Quality Matters and the Online Learning Consortium). The learning cycle/5E model is theoretically and practically designed to match how people learn based on the psychology of learning, particularly of Piaget (1964) and Vygotsky (1978). The learning cycle/5E is a student-centered, constructivist model that promotes learning and the development of sound conceptual understandings through instruction designed in the following phases: Engage, Explore, Explain, Elaborate, and Evaluate.
In each course and throughout the program science and mathematics education faculty employ, and students experience the learning cycle/5E model as the foundation for learning. The goal of the program is that teacher graduates (students in the program) will philosophically and in practice, adopt this constructivist, inquiry-based model in their teaching and curriculum development. Therefore, consistent with the theoretical foundation of the learning cycle/5E and unique to this program, the very structure of each online learning module and the overall program is designed to follow the learning cycle/5E model format. Discussion will inspire participants to design experiential online curriculum around the learning cycle/5E model while implementing Quality Matters, and provide guidance on the development process, faculty engagement, and learner success.
Learning and using the model in the program facilitates a philosophical and practical shift in approaches to teaching, and incorporates significant faculty professional development, the use of common program elements, and shared templates as critical components of the online educational change strategy.
Preliminary results from a mixed-methods study will be presented along with examples and the templates used.
Twitter polls will be used to collect instant feedback from the participants to engage them in addressing the questions related to the learning cycle/5E Online Program Framework.
In this session participants will themselves experience the learning cycle/5E model. Participants will:
- Engage in activities that allow them to (Explore) experience the nature of learning upon which the learning cycle/5E is based
- Construct understanding of the logic of the learning cycle model in promoting student learning (Explain)
- Identify how to apply the learning cycle/5E model as an online program framework from diverse perspectives, create professional learning experiences, and explore some of the tools, templates, and types of activities developed in this initiative (Elaborate)
- Articulate the challenges and areas of opportunity to design, develop, implement, and measure learning in a true inquiry-based approach (Evaluate)