Five Instructional Models Related to Learning Theory and Instructional Purpose
| Relationship to Learning Theory
see als Learning theory Model and Variables that effect learning |
Learning Cycle
Karplus and Their Instructional Model |
4E Learning Cycle Instructional Model |
Common Knowledge Construction Model Instructional Model | 5 E Learning Cycle Instructional Model |
Learning Cycle Sunal and Sunal Instructional Model | Instructional Purpose |
|---|---|---|---|---|---|---|
Students use their current intuitive, procedural, or logical knowledge to make meaning. Students communicate their understandings and questions to themselves and in small groups, devise and conduct tests on their different ideas, and may or may not use the results to resolve any conflict they may or may not have. If the process stops or there is no change - Assimilation If a discrepancy is found between what the student anticipated and what was observed - Disequilibration If after disequilibration, the student reflects, analyzes, and creates a new way of understanding — Accommodation. This may happen for some creatively through exploration and others with guidance in the next step or phase. |
1. Exploration | 1. Explore and Engage
* 4 - Evaluate in all phases |
Explore, categorize, construct, negotiate, * Reflect and assess in all phases |
1. Engagement 2. Exploration |
1. Exploration | Focus students' attention Diagnostic assessment Communicate how to collect data to construct understanding Explore, communicate, construct, negotiate, expand, and apply Formative assessment |
Students communicate their findings and understandings to the entire class. Introduction of vocabulary for new conceptual understandings. Description of organization and structure of concepts and their relationship to explanations and other concepts based on observations and reasoning. Predication and inference Concepts are taken to their limits through application, analysis, and synthesis. As students devise different ways to test and substantiate their learnings. This communication may lead to disequilibration, assimilation, accommodation, and further structure changes and finally to a systematic understanding. |
2. Invention | 2. Explanation
* 4 - Evaluate in all phases |
Explore, categorize, construct, negotiate * Reflect and assess in all phases |
3. Explanation | 2. Invention | Conceptualize concepts Invent explanations Systematize process Facilitate public discourse Share ideas Negotiate and communicate ideas Construct Formative assessment Summative assessment |
| All of the above with greater connection to the organization and structure to extend the concept by generalizing what students have learned by connecting concepts and building relationships that can be applied in additional situations. | 3. Discovery | 3. Expansion * 4 - Evaluate in all phases |
Explore, categorize, construct, negotiate, translate, and extend * Reflect and assess in all phases |
4. Elaborate and Extend 5. Evaluation |
3. Expansion |
Expand and apply
Generative assessment |