7e Learning cycle
Comparison of the 5e and 7e learning
cycles
5e Learning cycle | 7e Learning cycle |
---|---|
engage | elicit engage |
explore | explore |
explain | explain |
elaborate/extend | elaborate |
evaluate | evaluate |
extend |
The model differs from the 5e Learning cycle in two ways. The engage element is expanded into elicit and engage. This places a greater emphasis on prior experience and eliciting tacit knowledge that can be used as a foundation for the learning to come.
Elaborate and evaluate are expanded into elaborate, evaluate and extend. This mostly aims to differentiate between the 2 types of 'elaboration' possible in the 5e model. The elaboration phase of the 7e Learning cycle is limited to elaborating on the current situation (e.g. introducing/changing parameters), while the post-evaluation extend phase involves transfering newly acquired skills and knowledge to new situations within the domain.
Links
The 7-E’s Learning Cycle
Phase 1: Elicit
Determining prior knowledge: “What do you
know about..?”
Phase 2: Engage
Arouse student interest by using a
discrepant event, telling a story, giving a demonstration, or by showing an
object, picture, or brief video. Motivate and capture student
interest.
Phase 3: Explore
Have
students work with manipulative (e.g., natural objects, models) to make
observations, investigate a question or phenomenon. Have students make
predictions, develop hypotheses, design experiments, collect data, draw
conclusions, and so forth. Teacher role is to provide support and
scaffolding. Student role is to construct understanding through
active experience.
Phase 4: Explain
Students
report findings and discoveries to the class. Teacher allows
opportunities to verbalize and clarify the concept; introduces concepts and
terms and summarizes the results of the exploration phase.
Teacher explanations, texts, and media are used to guide
learning.
Phase 5: Elaborate
Have
students apply the newly learned concepts to new contexts. Pose a
different (but similar) question and have students explore it using the
concept.
Phase 6: Evaluate
Use the
formative assessment from Elicit Phase and assess: for example, the design of
the investigation, the interpretation of the data, or follow-through on
questions, looking for student growth. Growth is the desired
change in the students’ understanding of key concepts, principles, and skills in
a differentiated classroom. Expectations vary according to the
student’s beginning point. Summative assessment may be used here to measure
achievement and assign a grade.
Phase 7: Extend
Lead
students to connect the concept to different contexts, transfer new
learning.
“Teaching Constructivist Science K-8” by Bentley,
Ebert, and Ebert; Corwin Press, 2007, pg. 117-119.
5E
7E
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